Application of ICT for Effective performance in Teachin and Learning

i

APPLICATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) FOR EFFECTIVE PERFORMANCE IN TEACHING

AND LEARNING IN FCT COLLEGE OF EDUCATION ZUBA, ABUJA.

BY

ABDULLAHI, SHEHU RINGIM

B. SC. COMPUTER SCIENCE

NOU130705798

A THESIS WRITTEN IN THE SCHOOL OF EDUCATION IN PARTIAL

FUFILMENT OF THE REQUIREMENT FOR THE AWARD OF MASTERS

IN EDUCATONAL TECHNOLOGY PROGRAMME

NATIONAL OPEN UNIVERSITY OF NIGERIA, SPECIAL STUDY CENTRE

IMMIGRATION SERVICE, ABUJA

AUGUST, 2014

ii

CERTIFICATION

We certify that this study was carried out by Abdullahi Shehu Ringim, in the School of Education,

National Open University of Nigeria.

Dr. Ayodele M. Asebiomo Dr. Emmanuel J. Umoh

Supervisor Study Centre Director

Date: ………………………. Date: ……………………….

Prof. Ibrahim O. Salawu External Examiner

Dean School of Education Date: ……………………….

Date: ……………………….

iii

DEDICATION

I wish to dedicate this work to my parents, Late Alhaji Abdullahi Shu’aibu Rabo and Hajiya

Aishatu Sa’idu, and to my late sisters Hauwa and Amina may their souls rest in peace, ameen.

.

iv

ACKNOWLEDGEMENT

In the name of Allah the most beneficent the most merciful, all praise is to Allah. I wish auxiliary

my thankfulness to my wife Khadijatul Mardiyya and our children Abdullahi, Hafsat and Rabi’u for

their cooperation, support and prayers during the critique, and to all my blood family relations

(brothers and sisters) in general. My stride life parents Alhaji Rabiu Shuaibu Rabo, Alhaji Tijjani

Inuwa and Hajiya Hafsat Da’u (Mamah) are not spared away.

My special appreciation goes to the project research supervisor Dr. Ayodele M. Asebiomo, the

Dean of Faculty of Education Prof. I. O. Salawu and the Director of Gwagwalada Study Centre Dr.

Emmanuel J. Umoh, I wish to say thank you all for your vast support To all people involved in

supporting me with all kind of help and advises (financially and morally) given to me before and

during the study time of this programme, such as Prof. Tijjani Isma’il, Muhammad Madu Liman,

Usman Baba Yakubu, Akilu Abubakar Iman, Abbas Tahir Maigari, Dr. Abdulwahab Babatunde

Lawal, Badamasi Ayuba Tarda, Yakubu Muhammad, Idris Tijjani Inuwa, Isma’il Abubakar,

Lukman L. Abiola, Mr. Martine Aguye, Dr. Mrs. Grace Tyoden, Princess M. Adam and many more

of them especially my co-staff at FCT College of Education Zuba, Abuja.

v

TABLE OF CONTENT

Title Page ……………………………………………………………………….. i

Certification Page ………………………………………………………………… ii

Dedication ……………………………………………………………………….. iii

Acknowledgment ……………………………………………………………….. iv

Table of Content ……………………………………………………………….. v

List of Tables ………………………………………………………………. viii

List of Appendices ………………………………………………………………. ix

List of Abbreviations and Symbols ……………………………………………… x

Abstract ……………………………………………………………………….. vx

CHAPTER 1: INTRODUCTION

1.1 Background of the Study ………………………………………… 1

1.2 Statement of the Problem ………………………………………… 4

1.3 Research Question/Hypothesis ………………………………… 6

1.4 Purpose of the Study ………………………………………… 7

1.5 Significance of the Study ………………………………………… 8

1.6 Scope and Delimitation of the Study …………………………. 8

1.7 Limitations of the Study ………………………………………… 9

1.8 Definition of Terms ………………………………………… 9

CHAPTER 2: REVIEW OF THE LITERATURE

2.1 Model/Theoretical Frame work/Conceptual Framework …………. 12

2.2 Literature Appraisal ………………………………………………… 12

vi

2.3 Use of Computer in Teaching and Learning …………………. 14

2.4 ICT for Education in Nigeria ………………………………… 19

2.5 ICT as a Tool in Teaching and Learning ………………………… 25

2.6 Key Challenges in Integrating ICTs in Education ………………… 28

2.7 Different Stages in the Development of the use of ICT in Schools … 34

CHAPTER 3: METHODOLOGY

3.1 Research Design ……………………………………………… 36

3.2 Variables of the Study ……………………………………………… 36

3.3 Population of the Study ..……………………………………… 37

3.4 Sample and Sampling Techniques ………………………………. 37

3.5 Instrument(s) ………………………………………………………… 38

3.6 Validity and Reliability of the Instrument(s) …………………………. 38

3.7 Administration of Instrument(s) …………………………………. 39

3.8 Method of Data Analysis …………………………………………. 40

CHAPTER 4: DATA ANALYSIS, INTERPRETATION AND DECISION OF

FINDINGS ………………………………………………….…..…. 41

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of Findings …………………………………………………. 54

5.2 Conclusion …………………………………………………. 56

5.3 Implication of the Study ...………………………………………. 57

5.4 Recommendation ………….……………………………… 57

5.5 Suggestions for Further Research …………………………………. 58

vii

REFERENCES ……………………………………………………………….... 60

APPENDICES ………………………………………………………………… 66

Appendix 1: Questionnaire ………………………………………………….. 66

Appendix 2: Brief History of FCT College of Education, Zuba, Abuja ………….. 70

Appendix 3: Students Statistics Table by Schools and Levels ………………….. 73

Appendix 4: Academic Staff Statistics table by Schools ………………………….. 74

Appendix 5: Tables of Analysis for the Research Hypotheses 1 ………………….. 75



viii

List of Tables

Table 1: Teachers and Students respondents’ population in percentage

Table 2: Data collected from Teachers respondents

Table 3: Data collected from Students base on gender level respondents

Table 4: Chi-square (X2) value for Male and Female Students for gender level in using ICT

for learning purposes.

Table 5: Chi-square (X2) value for Teachers and Students for the barriers to effective use of

ICT for teaching and learning purposes.

Table 6: Chi-square (X2) value for Teachers and Students for the challenges faced in the

application of ICT.

Table 7: The population of the Students by Schools and Levels

Table 8: The population of the College Academic Staff by Schools

Table 9: Analysis for Research Hypothesis 1



ix

List of Appendices

Appendix 1: Questionnaire

Appendix 2: Brief History of FCT College of Education, Zuba, Abuja

Appendix 3: Students Statistics Table by Schools and Levels

Appendix 4: Academic Staff Statistics table by Schools

Appendix 5: Tables of Analysis for the Research Hypotheses

x

Abbreviations and Symbols

The meanings of the abbreviations and symbols used in the project report are:

Abbreviations Meanings

CAI- Computer Assisted Instruction

CBI- Computer Based Instruction

CD-ROM- Compact Disk Read only Memory

CMI- Computer Managed Instruction

DLP- Digital Library Project

DVD- Digital Video Display

E.g.- Example

etc.- and so on, or and the rest

ETF- Education Trust Fund

FCE- Federal College of Education

GRE- Graduate Record Examination

GSM- General System Mobile

HP- Hewlett-Packard (Computer Brand)

ICT- Information and Communication Technology

xi

ISP- Internet Service Provider

IT- Information Technology

i.e. - That is

LAN- Local Area Network

MCPD- Mandatory Continuous Professional Development

NCC- Nigeria Communications Commission

NDE- National Directorate of Employment

NISPA- Nigeria Internet Service Providers Association

NITDA- National Information Technology Development Agency

NOUN- National Open University of Nigeria

NTA- Nigeria Television Authority

NUC- National Universities Commission

NYSC- National Service Youth Corps

OECD- Organization for Economic Co-operation and Development

PC- Personal Computer

PDF- Portable Document Format

PIL- Partners in Learning Programmes

xii

SA- Strongly Agreed

SAT- Scholastic Aptitude Test

SD- Strongly Disagreed

SMS- Short Message Service

TOEFL- Test of English for Foreign Languages

TPD- Teacher Professional Development

UNESCO- United Nations Educational, Scientific and Cultural Organization

URL- Universal Resource Locator

USD- United States Dollar

VSAT- Very Small Aperture Terminal

WAN- Wide Area Network

www- World Wide Web

Symbols Meanings

“ A “ Agreed

“ + “ Addition or Plus Sign

“ X2 “ Chi-square

“ D” Disagreed

xiii

“ / “ Division Sign

“ = “ Equality Sign

“ E “ Expected Value

“ > “ Greater than

“ ≥ “ Greater than or Equals to

“ F “ Female Gender

“ f “ Frequency Value

“ < “ Less than

“ ≤ “ Less than or Equals to

“ X “ Mean Value

“ M “ Male Gender

“ * ” Multiplication Sign

“ N ” Number

“ O ” Observed Value

“ Ρ ” Probability

“ % ” Percentage

“ S/N ” Serial Number

xiv

“ SA ” Strongly Agreed

“ SD ” Strongly Disagreed

“S” Student

“ - “ Subtraction or Minus Sign

“ ∑ ” Summation of values

“ T ” Teacher

xv

ABSTRACT

The purpose of this paper is to evaluate the application of Information and Communication

Technology (ICT) for effective performance in teaching and learning in FCT College of

education, Zuba, such as multimedia in teaching and learning, to suggest other useful

teaching methods that can be attempted in imparting knowledge to the students. Basically

teaching and learning must include two major components sending and receiving

information digitally with the aid of computer and other related ICT equipment utilized in

teaching and learning. Ultimately, a teacher tries his best to impart knowledge as the way he

understood it, the learner also needs to understand it effectively. A total of 250 academic

staff and 500 students were selected randomly. A questionnaire was used as an instrument,

and Chi-square method was used for data analysis. The research findings show that, ICT

media brings abstract concept to real life situations for proper understanding of teachers and

students. Stable power supply, appeal for funding to ICT companies, proper maintenance of

ICT equipment and trainings on use of ICT media is recommended in general.

Keywords: Information and Communication Technology (ICT), Teaching process,

Learning process, and ICT media.

1

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The ICT stands for ‘Information and Communication Technologies’ and is defined as a

“Diverse set of Technological tools and resources used to communicate, and to create, disseminate,

store and manage information”. ICT has become a very important part of the educational delivery

and management processes. ICT to a great extent facilitates the acquisition and absorption of

knowledge, and hence can provide extraordinary opportunities to developing countries for

enhancing their educational systems particularly for the underprivileged constituency, and thereby

for raising the level of quality of life of their people. The new communications technologies

promise to reduce the sense of isolation, and open access to knowledge in ways unthinkable, not

long ago.

The new digital ICT is not single technology but combination of hardware, software,

multimedia, and delivery systems. Today, ICT in education encompasses a great range of rapidly

evolving technologies such as desktop, laptop, DVDs, notebook, and handheld computers, digital

cameras, local area networking, Bluetooth, Internet, cloud computing, the World Wide Web

(www); and applications such as word processors, spreadsheets, tutorials, simulations, email, digital

libraries, computer-mediated conferencing, videoconferencing, virtual environment, simulator,

emulator etc. It is important to mention that the use of newer ICT is being integrated with use of

older technologies, enabling the existing resources and services to be continuous use.

2

ICT are electronic technologies used for information storage and retrieval. Development is

partly determined by the ability to establish a synergistic interaction between technological

innovation and human values. The rapid rate at which ICTs have evolved since the mid 20th

century, the convergence and pervasiveness of ICTs, give them a strong role in development and

globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity

(Brakel and Chisenga, 2003).

The field of education has been affected by ICTs, which have undoubtedly affected

teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to

the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich, and deepen

skills, to motivate and engage students, to help relate school experience to work practices, create

economic viability for tomorrow's workers, as well as strengthening teaching and helping schools

change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). ICT is

changing processes of teaching and learning by adding elements of vitality to learning

environments including virtual environments for the purpose. New technologies make it possible

for complicated collaborative activities of teaching and learning by dividing it in space and time,

with seamless connectivity between them. Due to its capability to offer anytime and anywhere,

access to remote learning resources, ICT is a potentially powerful tool for offering educational

opportunities, both to previously underserved constituencies including persons with disabilities, as

well as all others who for reasons of cost or because of time constraints are unable to register for on

campus programs.

It is very imperative to state that information and communication technology (ICT) has

affected charges to methods, purpose and perceived potentials of education. According to National

3

Policy on Information and Communication Technologies (ICT) in Education (2010) page, ICT is

“the art and applied sciences that deals with data and information. It encompasses all (equipments

including computational machinery-computers, hardware, software, firmware, etc and tools,

methods, practices, processes, procedures, concepts, principles and the sciences) that come into play

in the conduct of the information activities: acquisition, representation, processing, presentation,

security interchange, transfer, management, organization, storage and retrieval of data and

information.

Hornby (2006) opines that information and communication technology is the study or use of

electronic equipment, especially computers for storing, analyzing and sending out information.

However, ICT can be seen as the use of all conceivable digital media in managing and processing

information.

In tertiary institution of learning, the significant important of ICT to patrons of the library

cannot be over emphasized. Agu (2006) submitted that library can be considered a store-house of

knowledge. It is a building or a room containing a collection of books. A library renders great

services to the society, researchers, and students in particular. There are many students who love

reading because of prices of books are very high, so a library provides opportunity for students to

borrow books for reading. According to National Policy on Education (2004) section II under

educational services, the working policy document states that the library is at the heart of the

education enterprise. It goes further to opine that the virtual library as a platform for sharing

knowledge is aimed at revitalizing Nigerian schools through the provision of current books,

journals and other information resources using digital technology. Invaluable books like

4

encyclopedia and large dictionary which are costly for students to purchase but are very useful to

enhance their research work can easily be retrieved from the library.

This project focuses on application of ICT for effective performance in teaching and

learning, using FCT College of education Zuba, Abuja as a case study. It particularly dwells on how

to improve teaching and learning. Recommendations for improvement are offered.

1.2 Statement of the Problem

This project research is titled “Application of ICT for Effective Performance in Teaching and

Learning”. The research focused at Academic staff and Students of FCT College of education Zuba,

as a case study. There are some major implications in the process of using ICT for effective

performance in teaching and learning, these include:

A. Policy and Management of ICT

The mandate for ICT in education has overwhelmingly been interpreted by school as a licensed

to acquire equipments. This has been costly, but in addition, has detracted from teaching and

learning. These institutional conditions make it difficult for teacher to incorporate ICT into teaching

and learning. College management staff should prioritize support by adequate supply of ICT

equipments required and even look for assistance from other non-governmental agencies.

B. Teaching and Learning with ICT

The work of the teacher is to take risk of experimenting with ICT in the classroom. The

majority of the teacher partners used ICT successfully to enhance student learning. According to

observations some students can work with ICT for long time, investigating their own questions and

5

experimenting with ideas in an interactive way. However, some young people engaged with ICT to

learn things that were at odds with that of the teacher intended.

C. Teachers as enable practitioners of ICT

Professional development needs to enable teachers to take risks with ICT and learning. Such

professional development requires people to break out of set roles and relationships, in which

researchers are traditionally seen as knowledge generators and teachers as knowledge translators or

users.

D. Learner’s out of school uses of ICT

The research found that teachers often underestimate the impact of students’ out-of-school

experience of ICT on the way they learn in the classroom. Analysis of data revealed that the

positive impact of contemporary and popular Music on composition in schools, the use of search

engines on language investigation in English and experience of spreadsheets influence how primary

pupils learn data handling. Home computer ownership and internet access were high, as been

witnessed of handheld devices such as, GSM handset, I-pad, I-pod, PC tablets etc. these findings

implies that teachers should encourage students to build on their out-of-schools learning with ICT.

Information is central to the development of a nation or a people. Using relevant information

provides quality services to the educational patrons. Students are not provided with current

information that will enhance their learning and research activities, such as; equipping the college

library with outdated books is bedeviling the colleges of education nationwide and FCT College of

education in particular. It is observed that students do not have adequate access to internet facilities

within the college as a result of constant power failure. Consequently, this engenders to poor

6

academic performance among students. Most of the students appear not to be aware of the existence

of E-library section of the library. In the College, ICTs are mostly used as tools to supporting

administration of the college, without deploying the transformative potential of ICT to teaching and

learning in classroom setting and usage by students in the college. It is against these backdrops that

the researcher intends to examine the extent ICT has been effectively utilized to enhance effective

ICT services in FCT College of Education, Zuba, Abuja.

1.3 Research Questions

The research questions provide proper guide to the researchers need in carrying out the study.

They are formulated from the specific objectives interrogative form. The following research

questions will be investigated.

1. What are the challenges facing teachers and students in the application of ICT in FCT

College of education, Zuba?

2. Are there ICT facilities available for teaching and learning activities in FCT College of

education, Zuba?

3. What are the barriers to effective use of ICT in FCT College of education, Zuba?

4. What is the level of performance of student with respect to gender in using ICT in

learning?

5. What are the measures to solving the problems identified in the application of ICT in FCT

College of education, Zuba?

7

Research Hypothesis

The null hypothesis is rejected, the following hypothesis are generated:

I. There is no significant difference in the male and female gender level in using ICT for

learning purposes.

II. There is no significant difference in the teachers’ and students’ barriers to effective use

of ICT for teaching and learning purposes.

III. There is no significant difference in the challenges faced by teachers and students in the

application of ICT.

1.4 Purpose of the Study

The main aim to be achieved in this project work was to develop awareness and effective

method of teaching and learning with the ICT as a tool. The objective here is to investigate ways in

which ICT can be used to enhance resourceful teaching and learning, with particular focus on

improving subject knowledge, the objectives are:

I. To investigate the impact of application of ICT in teaching and learning in FCT College of

Education, Zuba.

II. To ascertain the availability of ICT facilities in FCT College of education, Zuba.

III. Know the barriers to effective use of ICT in FCT College of education, Zuba.

IV. Proffer measures to solving the problems identified in the use of ICT in FCT College of

education, Zuba.

8

1.5 Significance of the Study

Research will be meaningless if the findings do not help in solving particular problems. The

purpose of stating the significance of the study (or rationale for the study) is to show that the study

is worthwhile because it will contribute to the solution of a real problem. The significance could be:

1. It indicates how the findings can be applied to solving the problems in teaching and learning

with ICT.

2. The study stands out in the sense that it will provide necessary and useful information

needed by government to aid policy formulation on the use of ICT in the educational sector,

particularly college of education.

3. It will reveal to the government on the need to providing necessary and adequate ICT

facilities not only to the study area but in all educational sector or institutions of learning in

the country for the use of staff and students to enhance effective performance in teaching

and learning activities to various disciplines.

As for now, the FCT College of education Zuba was fairly introduced to ICT in the aspect of

teaching and learning. That is why I wanted to try and make an impact that will enable the system

improved to some level of standards of an exploitation of ICT for effective performance of teaching

and learning.

1.6 Scope and Delimitation of Study

The scope of this project research will cover areas of academic staff and students, those that

deal with the core aspect of teaching and learning with ICT as an instrument. Decisions on teaching

9

and learning activities can be done in schools respectively. The main problem of this research is

exploring different aspects and scopes of the using ICT in teaching and learning at different

concerned levels of study in FCT College of education, Zuba.

1.7 Limitation of Study

This project research is limited to academic staff and students within the five schools of

FCT College of education, Zuba.

1.8 Definition of Terms

The key terms used in this project research are defined as follows:

Active Board: submits to electronic board that uses calibration to enable the presenter uses

calibration pen and writes on the board electronically. Active boards are not friendly with board

markers.

Blended Learning: This refers to learning models that combine traditional classroom practice with

e-learning solutions. For example, students in a traditional class can be assigned both print-based

and online materials, have online mentoring sessions with their teacher through chat, and are

subscribed to a class email list.

Communication Technology: is the activity of designing and constructing and maintaining

communication system, through communication media.

E-learning: encompasses learning at all levels, both formal and non-formal, that uses an

information network- the internet, an intranet (LAN) and an extranet (WAN). Others prefers the

term as ‘online learning’.

10

ICT: refers to electronic technologies used for information storage and retrieval.

Information Technology: is the application of computers and telecommunications equipment to

store, retrieve and sending information.

Internet: refers to global and digital interconnection between two or more computers to share data,

information and other resources, in respect of their distance globally, with the aid of satellite.

Input device: is a part of a computer that enables data/information and commands into the

computer memory for the purpose of processing, such as keyboard, mouse, scanner, touch screen,

light pen, microphone etc.

Learning: refers to the process involved to acquire a knowledge or skill through study, experience

and teaching.

Multimedia: refers to judicious mix of various mass media such as print, audio, and video. Also

characterized by the presence of text, pictures, sound, animation and video.

Multimedia Technology: refers to supports of making use of computer connected to multimedia

projector that allows large or small images to be projected onto a standard white board.

Networking: is the interconnecting of two or more computers to enable them share of resources.

Output device: is a part of computer that provides processed information out of the computer,

which could be printed or non-printed, such as monitor/screen, printer, sound speaker etc.

Processing device: this is another part of computer that manipulates raw data into meaningful

information, with the aid of machine language (binary code).

11

Teaching: refers to the process by which the teacher undergoes to be able to help the learner

acquire knowledge properly.

Technology: refers to all tools and procedures. It is also, a state of knowledge and development at

any given time of our control of our surroundings, and includes all tools, methods, and applied

materials.

Videoconferencing: stands for internet conversation of two or more people in form of video with

both audio and visual effects.

World Wide Web (www): refers to the part of URL address of an internet page.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework

Information and Communication Technologies (ICT) are a diverse set of technological tools

and resources used for creating, storing, managing and communicating information. For educational

purposes, ICTs can be used to support teaching and learning as well as research activities including

collaborative learning and inquiring. One of the main applications of the ICTs in higher education is

teaching and learning based on these new technologies. This research is concentrated on the

obstacles, facilitators, and the risks of using these technologies in teaching and learning in FCT

College of education, Zuba. The main purpose of this research is to answer the question: 1. What

are the challenges facing teachers in the application of ICT in FCT College of education, Zuba? 2.

Are there ICT facilities available for teaching and learning activities in FCT College of education,

Zuba? 3. What are the barriers to effective use of ICT in FCT College of education, Zuba? 4. What

is the level of performance of students in using ICT in learning? 5. What are the measures to

solving the problems identified in the application of ICT in FCT College of education, Zuba? This

research was conducted at the FCT College of education, Zuba, the only higher institution under

FCT Abuja. The research population consists of the college academic staff and students. A

questionnaire has been administrated for collecting the data.

2.2 Literature Appraisal

The recent century has been characterized with some new and outstanding technologies

impacting human life, the most important of them is Information Technology. Research was

13

conducted in both developing countries prove that the educational authorities in these countries

among their other activities have given the priority of “ICT Literacy” through developing various

educational programs (Tapscott, 1998; Currier, 2001). In the other words, ICT learning and

utilization is one of the most concerns of educational authorities around the world and for a number

of years there has been evidence that a training and development area, which may be labeled

information literacy is being formed (Edwards, et al., 2006). A variety of authors have surveyed the

literature of educational technology in information skills teaching (e.g. Cox, 1997; Rader, 2000;

Contain and Kaplowitz, 2000; Joint et al., 2001). Broadly speaking, the literature reveals the

importance of using ICT in teaching and learning purposes (Ayers, et al., 2002).

There are reasons, today, necessitated the Iranian university professors to be equipped with

new technologies, especially ICT applications in higher education (Villanueva, 1999; Meerts,

2003). Increased number of students in Iranian universities, greater demand for the use of the

virtual materials within and outside of the university, an increase in the amount of educational

activities being done by information and communication technology, changes in the nature of

teaching and learning and becoming more and more web based (i.e. more use of CDROMs,

electronic journals, on-line sources of materials, etc.), and the development of new and cheaper

computers, are among the main reasons more attention is paid to ICT literacy of academics by

Iranian authorities.

The roles and responsibilities of college and university faculty members are closely tied to

the central functions of higher education. Broadly defined, faculty fulfills three primary functions at

University: teaching, research, and service (Fairweather, 1996). The teaching role of faculty

members reflects their centrality in addressing the primary educational mission among colleges and

universities. Faculty members are expected to provide instruction and student advising as assigned

14

by the departmental chairman. In brief the main aspects of teaching responsibilities of faculty

members are classroom teaching, academic advisement, course development, academic program

review and course duplication review, all of them can be categorized as curriculum development

process. If ICT tools are to improve institutional effectiveness and efficiency, it is obvious that their

application in support of teaching and learning should be seriously considered. However,

investments in this area should always be carefully balanced against other ways in which teaching

and learning may be improved and strengthened.

2.3 Use of Computer in Teaching and Learning

The lust for quality is still on. This is the age of “Information” dominated by the Digital

Technology. The Digital Technology has influenced all aspects of human life. Education is not an

exception. Now the technology is in the process of change from Digital to Photon. Shortly Photonic

Technology will be available for the use of the society. At present majority of devices are based on

Digital Technology. One such device is Computer. The Computer is an electronic device that has

the capacity to store, retrieve & process both qualitative & quantitative information fast and

accurately. The computers were never developed for improving quality of teaching – learning

process. But researchers started using Computers for teaching purpose. It gave birth to Computer

Assisted Instruction (CAI), Computer Managed Instruction (CMI), Computer Based Instruction

(CBI), etc. People started developing CAI for teaching different subjects at School as well as

Higher Education level. The developed CAIs were compared with the Lecture Method/ Traditional

Method and found that the developed CAIs were significantly superior to Lecture

Method/Traditional Method in teaching different subjects (Hayes, 1987; Perkins, 1987; Cates,

1988; Cohen, 1988; Karvelis, 1988; Lawson, 1988; Yates, 1988; Bonk, 1989; Conlin, 1989;

Drexell, 1989; Fillingim, 1989; Isler-Hamilies, 1989; Koza, 1989; and Prabhakar, 1995) Further,

15

the Traditional method of Teaching was found to be more effective in comparison to CAI (Hulick,

1987; Oates, 1988; Cosmos, 1988; Benson, 1989; Park, 1990; and Clem, 1990).

The Model of Supplemental CAI was found to be effective in improving educable mentally

handicapped students’ achievement in Mathematics and Spelling (Ankney, 1987). Language

Impaired Children benefited from written format, like, dialogue with a computer (Ward, 1987).

Setting goals, following instructions, accessing information to accomplish the task, and evaluating

performance benefited students with learning disabilities when they were engaged with CAI

activities (McPherson, 1991). Older Adults successfully used the computer and were able to

improve their knowledge about Health with a CAI lesson (McNeely, 1988). CAI was effective in

Language acquisition (Edfelt, 1989) and teaching abbreviation (Edward, 1989). CAI had a positive

impact on reading comprehension for average reader but not for learning disabled readers (Trahan,

1989). CAI, Tutorial Retrieval Text, and Programmed Lecture were equally effective in promoting

learning (Whitakar, 1990). Use of software improved achievement in learning calculus and did not

cause damaging effects when access was denied (Cunningham, 1991). CAI was found to be

effective in terms of achievement of Science Process Skills (Vensel, 1988), in increasing Meta-

cognitive Writing Skills (Bonk et al., 1989), in teaching reference skills to seventh grade students

(Driscoll, 1990), in increasing the rate of the acquisition of School Readiness Skills of pre-school

children (Legenhausen, 1991) and in improving writing skill (Powell-Hart, 1992). In spite of benefit

of CAI in different aspects of learning, CAI has not entered into the Classrooms as most of the

developed CAIs were not based on sound Theories of Learning. People involved in developing CAI

were not having the sound base of Instructional Design. Secondly, the courses are changing, the

schools also do not have sufficient computer facility, teachers are not trained in the use of CAI, etc.

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The use of Computers was not only for teaching but also for Psychological Testing, Evaluation;

database Management, Library Management, etc.

Information Technology

Networking of computers gave birth to Information Technology (IT). UNESCO (2000)

considered Information Technology as “Scientific, technological and engineering disciplines and

management techniques used in information handling and processing, their application, computers

and their interaction with men and machines, and associated social, economical and cultural

matters”. According to Smith & Cambell (1982), a mosaic of technologies, products and techniques

have combined to provide new electronic dimensions to information management. This mosaic is

known by the name of Information Technology. OECD (1987) treated Information Technology as

“a term – used to cover technologies used in the collection, processing and transmission of

information. It includes micro-electronics and info-electronic based technologies incorporated in

many products and production processes and increasingly affecting the service sector. It covers

inter alias computers, electronic office equipment, telecommunication, industrial robot and

computer controlled machine, electronic components and software products.”

Darnton and Giacoletto (1992) defined IT as the systematic study of artifacts that can be

used to give form or description to facts in order to provide meaning or support for decision

making, and artifacts that can be used for the organization, processing, communication and

application of information. Sansanwal (2000) defined IT as the use of hardware and software for

efficient management of information, i.e. storage, retrieval, processing, communication, diffusion

and sharing of information for social, economical and cultural upliftment.

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The Information Technology leads to development of Websites. Government, Corporate

sector, educational institutions, etc. started uploading the information on their websites. It provides

facilities for Chat, e-mail, surfing, etc. It opens up a new source of information which increased the

limitation of access to information. Prior to IT, people were using only the print material for

searching the information. It limited the search. This limitation has been overcome by the IT.

Information and Communication Technology (ICT)

Information Technology (IT) was limited only to the textual mode of transmission of

information with ease and fast. But the information not only in textual form but in audio, video or

any other media is also to be transmitted to the users. Thus, the ICT = IT + Other media. It has

opened new avenues, like, Online learning, e-learning, Virtual University, e-coaching, e-education,

e-journal, etc. Third Generation Mobiles are also part of ICT. Mobile is being used in imparting

information fast and cost effective. It provides e-mail facility also. One can access it anywhere. It

will be cost effective. The ICT brings more rich material in the classrooms and libraries for the

teachers and students. It has provided opportunity for the learner to use maximum senses to get the

information. It has broken the monotony and provided variety in the teaching learning situation.

The ICT being latest, it can be used both at school and higher education levels in the following

areas:

Teaching

Diagnostic Testing

Remedial Teaching

Evaluation

Psychological Testing

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Development of Virtual Laboratory

Online Tutoring

Development of Reasoning & Thinking

Instructional Material Development

Teaching at School as well as Higher Education, mostly, concentrates on giving information

which is not the sole objective of Teaching. Along with giving information, the other objectives are:

developing understanding and application of the concepts

developing expression power

developing reasoning and thinking power

development of judgment and decision making ability

improving comprehension, speed and vocabulary

developing self-concept and value clarification

developing proper study habits

developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.

With the present infrastructure, class size, availability of teachers, quality of teachers, training

of teachers, etc., it is difficult to achieve all the objectives. Further, most of the teachers use Lecture

Method which does not have potentiality of achieving majority of above mentioned objectives. The

objectives are multi-dimensional in nature, so for their achievement multiple methods should be

used in an integrated fashion. At present ICT may be of some use. It is a well known fact that not a

single teacher is capable of giving up to date and complete information in his own subject. The ICT

can fill this gap because it can provide access to different sources of information. It will provide

correct information as comprehensive as possible in different formats with different examples. ICT

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provides online interaction facility. Students and teachers can exchange their ideas and views, and

get clarification on any topic from different experts, practitioners, etc. It helps learners to broaden

the information base. ICT provides variety in the presentation of content which helps learners in

concentration, better understanding, and long retention of information which is not possible

otherwise. The learners can get opportunity to work on any live project with learners and experts

from other countries. The super highway and cyber space also help in qualitative improvement of

Teaching and Learning Process. ICT provides flexibility to a learner which is denied by the

traditional process and method. Flexibility is a must for mastery learning and quality learning.

On Internet many websites are available freely which may be utilized by teachers and students

for understanding different concepts, improving vocabulary, developing Reasoning & Thinking,

etc. ICT can help in preparing students for SAT, GRE, TOEFL, etc.

2.4 Information and Communication Technology (ICT) for Education in Nigeria

Osei Tutu Agyeman (2007), reported that, Nigeria started implementing its ICT policy in April

2001 after the Federal Executive Council approved it by establishing the National Information

Technology Development Agency (NITDA), the implementing body. The policy empowers NITDA

to enter into strategic alliances and joint ventures and to collaborate with the private sector to

realize the specifics of the country’s vision of, “making Nigeria and IT capable country in Africa

and a key player in the information society by the year 2005 through using IT as an engine for

sustainable development and global competitiveness.” This vision is yet to be fulfilled.

Outlined below are some of the objectives of Nigeria’s ICT policy:

A. To ensure that ICT resources are readily available to promote efficient national development

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B. To guarantee that the country benefits maximally, and contributes meaningfully, by

providing the global solutions to the challenges of the Information Age

C. To empower Nigerians to participate in software and ICT development

D. To encourage local production and manufacture of ICT components in a competitive

manner

E. To establish and develop ICT infrastructure and maximize its use nationwide

F. To empower the youth with ICT skills and prepare them for global competitiveness

G. To integrate ICT into the mainstream of education and training

H. To create ICT awareness and ensure universal access in promoting ICT diffusion in all

sectors of national life

I. To create an enabling environment and facilitate private sector (national and multinational)

investment in the ICT sector

J. To encourage government and private sector joint venture collaboration

K. To develop human capital with emphasis on creating and supporting a knowledge-based

society

L. To build a mass pool of ICT literate manpower using the NYSC, NDE, and other platforms

as a train-the-trainer scheme for capacity-building.

Telecommunications

Nigeria’s telecommunications policy was briefly stated by its Minister for Communication, Mr.

Frank Nweke Jr., during his address at the 4th World Telecommunications Development

Conference in Doha on 8 March 2006. Policy implementation which was initiated as part of the

current government’s public sector reform agenda was launched in 2000 and focuses on:

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I. Deregulating, liberalizing, and privatizing the telecommunications industry

II. Providing incentives to telecom investors and operators to facilitate their entry into the

Nigerian telecom market by waiving tax and import duties

III. Promoting and providing access to telecommunications facilities and services at reduced

cost while increasing penetration.

Consequently the Nigeria Telecommunications Act was passed by the National Assembly to

give autonomy to the Nigeria Communications Commission (NCC) as the telecommunications

regulator responsible for the implementation of the policy. The government has also introduced

converged licensing for ISPs for the benefit of the disadvantaged communities and rural

populations. Bulk bandwidth purchasing by the Nigeria ISPs Association (NISPA) is currently at

100 naira per hour for broadband Internet access, which is less than USD$1 at the going exchange

rate.

Educational Policy

Nigeria’s objective for primary education does not elicit the knowledge of ICT. Emphasis is

placed on:

1. Widening access to basic education

2. Eliminating present inequalities in the enrolment between the urban and rural populations

3. Ensuring greater retention in schools

4. Ensuring long-term permanent literacy for those children who have completed the

programme

While ICT knowledge is not evoked in the vision set for primary school pupils, it is abundantly

clear that government’s new policies and programmes in the telecommunications and ICT policy

sectors do address the problem otherwise

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Current ICT Initiatives and Projects

Nigeria’s education ministry is yet to design its ICT policy for education. The Ministry’s

ICT department was created in February 2007. However several different initiatives by government

agencies and the private sector to introduce and promote ICTs in education are underway. The

drawback to these programmes is the generally sporadic and insufficient supply of electric power in

the urban areas.

The National Open University of Nigeria (NOUN), established in 2002, has created 27 study

centres across the country. NOUN’s dream is to establish study centres not only in each of the 36

states of the federation but also at local government area in order to make tertiary education

available to all citizens. Each NOUN 13 study centre is a computer laboratory/cyber café equipped

with a minimum of 25 computers in a local area network (LAN) configuration. The centres are yet

to be connected to NOUN’s REPRODAhq (repository, reproduction, distribution and

administration headquarters) through a wide area network (WAN) to enable the mainstreaming of

the following activities:

Training and learning

Assessment and testing

Interactive sessions

Communications (e-mail, chat, forums)

Internet access

Access to virtual library

Other computer applications

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NOUN uses the WAN to deliver distance learning courses to all the study centres. Each study

centre has facilitators (instructional and tutorial) and student counselors responsible for guidance

and counselling services to the learners. The facilitators and counselors are drawn from within the

community or nearby communities. NOUN’s ICT applications presently cover:

Management of student records (on-line application, admission, registration, and exam

procedures)

Learner management system (e-learning and the virtual library)

Communication (e-mail, SMS, video-conferencing, and Internet)

Delivery of the human resource and finance courses. The PDF files of these two courses are

already available on-line. The goal of NOUN is to use the REPRODAhq to eventually

reproduce all course materials in electronic form.

In 2007 NOUN will, for the first time, receive government budgetary allocation for its

programmes. To date, NOUN essentially obtained funding from other sources to mount its

programmes and projects. Other government agencies employing ICT bemoan the low levels of

government subvention.

The NUC started an on-line Mandatory Continuous Professional Development (MCPD)

programme in pedagogy called the Virtual Institute for Higher Education Pedagogy for lecturers

who do not have qualification in education.

The British Council has initiated a Digital Library Project (DLP) project to assist universities to

digitize their libraries. Acquisition of basic ICT skills and capabilities have recently been made

mandatory as part of the national minimum standard for teacher education at the Nigeria Certificate

of Education and first degree in education levels. Also, some universities in Nigeria have made ICT

skills a requirement for continuing and graduating students. Thus, the teacher education colleges

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have also been impacted by the current ICT revolution. The Federal College of Education (FCE) in

Omoku has 130 computers in three e-learning classrooms each with 30 computers and a cyber café

with 40 work stations.

Microsoft and Cisco Interventions

In 2003 Microsoft and the Nigerian government signed a three-year agreement intended to

enable Nigeria to deploy ICTs in order to accelerate economic growth. This partnership is to help

Nigeria build its software development industry as well as streamline the government’s use of

Microsoft software tools. It is also intended to stimulate the private sector and increase Nigeria’s

global competitiveness. To this end Microsoft will provide support to the Computers for All

Nigerians initiative and will produce their software in three local languages, Hausa, Igbo, and

Yoruba, by the end of 2007.

Further, Microsoft has signed an MOU with the Educational Trust Fund (ETF) under the

Microsoft Partners in Learning Programmes (PIL) to develop the ICT skills of teachers. Microsoft

and ETF are also jointly building a teacher-training methodology that will become the future

standard for schools countrywide. The two parties hope to bring technology to bear on primary,

secondary, and tertiary education through these agreements. Accordingly, NITDA is offering free

training on Microsoft products to ICT staff in government and public enterprises.

The government has also acquired Microsoft products for free distribution to these

enterprises. Another agreement between the two parties focuses on cyber crime detection and

prevention. The MOU stipulates that Microsoft will share information and train and build capacity

of Nigeria’s law enforcement agencies to fight cyber crime. The agencies will also benefit from

training sessions for law enforcement officers and representatives, sponsored seminars, information

for successful enforcement, and access to Microsoft’s technical expertise. Nigeria’s Economic and

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Financial Crimes Commission is the government organ involved. Partnership with CISCO is also

being promoted. The company seeks to provide the necessary services to telecom operators to grow

their voice and data services and has established CISCO training academies all across Nigeria, with

the intention of expanding further training facilities and academies in the country to increase access

to education. As of 2006 there were 1,320 students in training in these institutions.

Radio and Television in Distance Learning

NOUN is currently working on a radio facility donated by the Commonwealth of Learning

and will start airing some of their courses using that medium within the next six months. A British

consultant is assisting NOUN to launch the facility. UNESCO is also providing support to launch

the Radio for Literacy Project for Nigeria. The project is intended to impact 60 million illiterate

Nigerians with 12 states of the federation involved in the pilot phase.

The Government of Nigeria has also ceded the educational unit of the Nigeria Television

Authority (NTA) in Tejusho, Lagos, to NOUN to enable it to televise some of their courses. NOUN

already uses videoconferencing for some course deliveries by making students gather in study

centre and interactively participate in class activities with facilitators in remote locations.

2.5 Information and Communication Technology (ICT) as a Tool in Teaching and Learning

In teaching and learning activities, ICT is an assisting tool. ICT is used as a tool for example

while making assignments, collection of data and documentation, communication and conducting

research. ICT is a medium of teaching and learning technologies as we all know, have to do with

new idea that assist human kind to progress. In any aspect of life, information is central and without

it, life will be static. This information are selected, acquired, organized, stored, retrieved and

disseminated by librarians through libraries and information centers. Dissemination itself, involves

communication from one point to the other or from a source to a destination. This means that

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information alone without communication is not complete. Omekwu (2006) observed that

“information and communication technology systems are radically redefining the age-long concept

of library as an institution for collecting, processing, storing and retrieving of paper-based

materials”. He added that modern library systems have emerged and are advancing to media, CD-

ROM, internet and digital or virtual libraries.

1. How have computers and the Internet been used for teaching and learning?

There are three general approaches to the instructional use of computers and the Internet,

namely:

a) Learning about computers and the Internet, in which technological literacy is the end goal;

b) Learning with computers and the Internet, in which the technology facilitates learning across the

curriculum; and

c) Learning through computers and the Internet, integrating technological skills development with

curriculum applications.

2. What does it mean to learn about computers and the Internet?

Learning about computers and the Internet focuses on developing technological literacy. It

typically includes:

• Fundamentals: basic terms, concepts and operations

• Use of the keyboard and mouse

• Use of productivity tools such as word processing, spreadsheets, database and graphics programs

• Use of research and collaboration tools such as search engines and email

• Basic skills in using programming and authoring applications such as Logo or HyperStudio

• Developing an awareness of the social impact of technological change.

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3. What about learning with computers and the Internet?

Learning with the technology means focusing on how the technology can be the means to

learning ends across the curriculum. It includes:

• Presentation, demonstration, and the manipulation of data using productivity tools

• Use of curriculum-specific applications types such as educational games, drill and practice,

simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract

concepts, musical composition, and expert systems

• Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps

and atlases, electronic journals and other references.

Technological literacy is required for learning with technologies to be possible, implying a two-step

process in which students learn about the technologies before they can actually use them to learn.

However, there have been attempts to integrate the two approaches.

4. What does learning through computers and the Internet mean?

Learning through computers and the Internet combines learning about them with learning

with them. It involves learning the technological skills “just-in-time” or when the learner needs to

learn them as he or she engages in a curriculum-related activity. For example, secondary school

students who must present a report on the impact on their community of an increase in the price of

oil for an Economics class may start doing research online, using spreadsheet and database

programs to help organize and analyze the data they have collected, as well using a word processing

application to prepare their written report.

5. What are ICTs and what types of ICTs are commonly used in education?

ICTs stand for information and communication technologies and are defined, for the

purposes of this primer, as a “diverse set of technological tools and resources used to communicate,

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and to create, disseminate, store, and manage information.” These technologies include computers,

the Internet, broadcasting technologies (radio and television), and telephony.

In recent years there has been a groundswell of interest in how computers and the Internet

can best be harnessed to improve the efficiency and effectiveness of education at all levels and in

both formal and non-formal settings. But ICTs are more than just these technologies; older

technologies such as the telephone, radio and television, although now given less attention, have a

longer and richer history as instructional tools. For instance, radio and television have for over forty

years been used for open and distance learning, although print remains the cheapest, most

accessible and therefore most dominant delivery mechanism in both developed and developing

countries. The use of computers and the Internet is still in its infancy in developing countries, if

these are used at all, due to limited infrastructure and the attendant high costs of access.

2.6 Key Challenges in Integrating Information and Communications Technology (ICT) in

Education

Although valuable lessons may be learned from best practices around the world, there is no

one formula for determining the optimal level of ICT integration in the educational system.

Significant challenges that policymakers and planners, educators, education administrators, and

other stakeholders need to consider include educational policy and planning, infrastructure,

language and content, capacity building, and financing.

1. What are the Implications of ICT to Enhanced Education for Educational Policy and

Planning?

Attempts to enhance and reform education through ICTs require clear and specific objectives,

guidelines and time-bound targets, the mobilization of required resources, and the political

29

commitment at all levels to see the initiative through. Some essential elements of planning for ICT

are listed below.

A. A rigorous analysis of the present state of the educational system. ICT based interventions

must take into account current institutional practices and arrangements. Specifically, drivers

and barriers to ICT use need to be identified, including those related to curriculum and

pedagogy, infrastructure, capacity building, language and content, and financing.

B. The specification of educational goals at different education and training levels as well as

the different modalities of use of ICTs that can best be employed in pursuit of these goals.

This requires of the policymaker an understanding of the potentials of different ICTs when

applied in different contexts for different purposes, and an awareness of priority education

needs and financial and human resource capacity and constraints within the country or

locality, as well as best practices around the world and how these practices can be adapted

for specific country requirements.

C. The identification of stakeholders and the harmonizing of efforts across different interest

groups.

D. The piloting of the chosen ICT-based model. Even the best designed models or those that

have already been proven to work in other contexts need to be tested on a small scale. Such

pilots are essential to identify, and correct, potential glitches in instructional design,

implement ability, effectiveness, and the like.

E. The specification of existing sources of financing and the development of strategies for

generating financial resources to support ICT use over the long term.

2. What are the Infrastructure Related Challenges in ICT to Enhanced Education?

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A country’s educational technology infrastructure sits on top of the national

telecommunications and information infrastructure. Before any ICT-based programme is launched,

policymakers and planners must carefully consider the following:

• In the first place, are appropriate rooms or buildings available to house the technology? In

countries where there are many old school buildings, extensive retrofitting to ensure proper

electrical wiring, heating/cooling and ventilation, and safety and security would be needed.

• Another basic requirement is the availability of electricity and telephony. In developing countries

large areas are still without a reliable supply of electricity and the nearest telephones are miles

away. Experience in some countries in Africa point to wireless technologies (such as VSAT i.e.

Very Small Aperture Terminal or Fiber Optic) as possible levers for leapfrogging. Although this is

currently an extremely costly approach, other developing countries with very poor

telecommunications infrastructure should study this option.

• Policymakers should also look at the ubiquity of different types of ICT in the country in general,

and in the educational system (at all levels) in particular. For instance, a basic requirement for

computer-based or online learning is access to computers in schools, communities, and households,

as well as affordable Internet service.

In general, ICT use in education should follow use in society, not lead it. Education

programs that use cutting-edge technologies rarely achieve long term success: It is cheaper, and

easier, to introduce a form of technology into education, and keep it working, where education is

riding on the back of large scale developments by governments or the private sector. Television

works for education when it follows rather than precedes television for entertainment; computers in

schools can be maintained once commercial and private use has expanded to the point where there

is an established service industry.

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3. What are the challenges with respect to capacity-building?

Various competencies must be developed throughout the educational system for ICT integration

to be successful.

Teachers- Teacher professional development should have five foci:

A. Skills with particular applications;

B. Integration into existing curricula;

C. Curricular changes related to the use of IT (including changes in instructional design);

D. Changes in teacher role; and

E. Under pinning educational theories.

Ideally, these should be addressed in pre-service teacher training and built on and enhanced in-

service. In some countries particularly like Nigeria, teaching accreditation requirements include

training in ICT use. ICTs are rapidly developed.

4. Can ICT Replace the Teacher?

The answer is a resounding NO! In fact, with the introduction of ICTs in the classroom, the

teacher’s role in the learning process becomes even more critical. What can and should change is

the kind of role that the teacher plays. The role of students, in turn, also expands. And since ICTs

can open up the classroom to the outside world, the community can also play a new role in the

classroom. As learning shifts from the “teacher-centered model” to a “learner-centered model”, the

teacher becomes less the sole voice of authority and more the facilitator, mentor and coach from

“sage on stage” to “guide on the side”.

The teacher’s primary task becomes to teach the students how to ask questions and pose

problems, formulate hypotheses, locate information and then critically assess the information found

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in relation to the problems posed. And since ICT-enhanced learning is a new experience even for

the teachers, the teachers become co-learners and discover new things along with their students.

Additionally, it is not uncommon to see students in an ICT enabled classroom assume both

formal and informal roles as teachers of their peers and younger students, sometimes even of their

own teachers. Teachers and students from different schools, subject matter experts, parents,

community and business leaders, politicians, and other interested parties also become involved in

the learning process as resource persons, critics, mentors, and cheerleaders. They also comprise a

public, and hopefully critical, audience for students’ work published on the Web or through other

media.

Yet many teachers are reluctant to use ICTs, especially computers and the Internet.

Hannafin and Savenye (1993) identify some of the reasons for this reluctance: poor software

design, skepticism about the effectiveness of computers in improving learning outcomes, lack of

administrative support, increased time and effort needed to learn the technology and how to use it

for teaching, and the fear of losing their authority in the classroom as it becomes more learner-

centered. These are all issues that must be addressed by both pre-service teacher education and in-

service teacher professional development programs if schools and other educational institutions are

to fully exploit the potential of computers and the Internet as educational tools.

At the in-service level, ICT Teacher Professional Development (TPD) should be long-term,

teacher-directed, and as flexible as possible. For many under-qualified, overworked, and underpaid

teachers in developing countries, effective adoption of ICTs hinges on being given continuous

opportunities to learn what they need to learn based on their specific circumstances and experience,

when they have the time to learn it. Institutionalized incentives and support for teachers to pursue

ICT TPD are also critical. This may take the form of promotions for teachers who innovate with (as

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opposed to merely using) ICTs in the classroom or simply making sure those teachers have

adequate access to technology after training. Teaching technologies, however, and so even the most

ICT fluent teachers need to continuously upgrade their skills and keep abreast of the latest

developments and best practices.

While the first focus skills with particular applications are self-evident, the four other foci

are of equal, if not ultimately greater, importance. Research on the use of ICTs in different

educational settings over the years invariably identify as a barrier to success the inability of teachers

to understand why they should use ICTs and how exactly they can use ICTs to help them teach

better. Unfortunately, most teacher professional development in ICTs is heavy on “teaching the

tools” and light on “using the tools to teach.” Teacher anxiety over being replaced by technology or

losing their authority in the classroom as the learning process becomes more learner-centered an

acknowledged barrier to ICT adoption can be alleviated only if teachers have a keen understanding

and appreciation of their changing role.

In the Philippines, for example, one of the major obstacles to optimizing computer use in high

schools has been the lack of timely technical support. In some extreme cases involving schools in

remote areas, disabled computers take months to be repaired since no technician is available in the

immediate vicinity and so the computers have to be sent to the nearest city hundreds of kilometers

away.

Content Developers - Content development is a critical area that is too often overlooked. The bulk

of existing ICT-based educational material is likely to be in English (see section on language and

content below) or of little relevance to education in developing countries (especially at the primary

and secondary levels). There is a need to develop original educational content (e.g., radio programs,

interactive multimedia learning materials on CD-ROM or DVD, Web-based courses, etc.), adapt

34

existing content, and convert print-based content to digital media. These are tasks for which content

development specialists such as instructional designers, scriptwriters, audio and video production

specialists, programmers, multimedia course authors, and web-developers are needed. Like

technical support specialists, content developers are highly skilled professionals and are not, with

the exception of instructional designers, historically employed by primary and secondary schools.

Many universities with distance education programs, and those who otherwise make use of ICTs,

have dedicated technical support and content development units.

5. What are the challenges related to financing the cost of ICT use?

One of the greatest challenges in ICT use in education is balancing educational goals with

economic realities. ICTs in education programs require large capital investments and developing

countries need to be prudent in making decisions about what models of ICT use will be introduced

and to be conscious of maintaining economies of scale. Ultimately it is an issue of whether the

value added of ICT use offsets the cost, relative to the cost of alternatives. Put another way, is ICT-

based learning the most effective strategy for achieving the desired educational goals, and if so

what is the modality and scale of implementation that can be supported given existing financial,

human and other resources?

2.7 Different Stages in the Development of the Use of Information and Communications

Technology (ICT) in Schools

According to Plomp, Brummelhuis, & Rapmund (1996) three different stages in the development of

the use of ICT in schools can be observed:

1) The teachers use computers to support traditional methods of teaching, such as drill-and-

practice, text orientation, whole group lectures and seatwork.

35

2) The teachers gain confidence and use technology as part of more innovative instruction,

including, team teaching, interdisciplinary project based instruction, and individually pace

instruction.

3) The teachers enter an inventive stage in which they experiment and change the use of

technology to support active, creative and collaborative learning.

Comparing the different methodologies used in the schools and reported in stages (1 to 3) it can be

concluded that several of the methodologies would fit into the first phase described. PowerPoint

presentations, animations and experiments are ways of using ICT to support traditional methods of

teaching. The use of internet to find information and e-mail to communicate could be described as

attempts to use ICT in a more innovative way, a way which includes the development of other

methods than the traditional ones. In some cases this could also be close to different ways of active,

creative and collaborative learning. Generally it can be concluded that in most cases the school

practices are in the process of moving from using ICT as a support to traditional teaching methods

to a more innovative use of ICT which includes using new technology to find new way of teaching

and learning. There are also some signs of entering the third stage.

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CHAPTER THREE

METHODOLOGY

3.1 Research Design

The study is basically the survey research method. According to Kerlinger (1973), survey

research tries to determine the incidence, among sociological and psychological variable and is

considered appropriate for this study. More importantly is the fact that, survey research typology

enables information to be obtaining from a representative sample of the population and descry be

situation as they exist.

Furthermore, survey research focuses on people and their views, beliefs, opinions,

perceptions, motivations, attitudes and behavior.

3.2 Variables of the Study

The study focused on FCT College of Education, Zuba, Abuja. The institution is located at

North Central Senatorial Zone in Northern Part of Nigeria. The institution is supreme for this type

of study because of her location at Federal Capital of Nigeria. Therefore, different types of tribes in

Nigeria are represented or admitted in the college. Thus, institution has over five thousand

population of students, and about two hundred and twenty one academic staffs are part of the

research work.

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3.3 Population of the Study

The population of the study is made of respondents that comprised staff (academic staff) and

students drawn randomly from five (5) schools in FCT college of Education, Zuba, Abuja. The

schools are;

School of Arts and Social Sciences

School of Education

School of Languages

School of Sciences

School of Vocational and technical education

Since the population was large and impossible for the researcher to cover the intake

populations, therefore, samples of 700 respondents consisting of 500 students were selected from

the schools and 200 staff is used for the study. It is through the students and academic staff that the

researcher got the required information on the study through the use of questionnaires. The detail of

the FCT College of education Zuba populations’ tables can be located at the appendices section.

3.4 Sample and Sampling Techniques

The sample selection was done using random sampling technique. Simple random sampling

according to Olakunle S. A. and David O. K. (2011) is a method of obtaining representative which

involves identifying every element in the sampling frame and choosing them on the basis of any

planned process, but on major thing in the process is that element or member has an equal

opportunity of being selected. Also, stated by Awotunde, Ugoduluwa and Ozoji (1997) is a

38

carefully planned procedure for drawing a simple random sampling of an element from a population

in such a way that the following conditions are met:

Every element in the population had an equal chance of being selected in the sample

Every possible combination of an element on the population had an equal chance of

constituting the sample.

3.5 Instrument(s)

The instrument used for the study is a questionnaire which was designed by the researcher.

The questionnaire was used to obtain information from respondents on the application of ICT to

enhance effective performance in teaching and learning. The questionnaire was divided into two

parts, namely section A and B. Section-A educed information on personal data of the respondents

while section-B contained items directly related to the research questions. The respondents will be

given alternative responses to choose from. It is a closed ended questionnaire in which the

responses were categorized as follows: Strongly Agree (SA), Agree (A), Strongly Disagree (SD)

and Disagree (D) respectively.

3.6 Validity and Reliability of the Instrument(s)

With the main instrument developed, it was then necessary to carry out a pilot study

purposely to test the validity and reliability of the instrument. A total number of 750 copies of the

questionnaire were administered to 500 students and 250 questionnaires for academic staff of

Federal College of Education, Zuba, Abuja, and the same 750 copies were filled and returned by

these respondents. The responses were analyzed using Chi-squared (X2) procedure to the null

hypothesis calculated data obtained.

39

Where, N = the number of items in the test

∑ = the sum of values

The table of X2 consistency and reliability were found to be within the range of probability value of

x ≤ 0.99 or x ≥ 0.001 respectively, which shows a significance difference from the null hypothesis

to be accepted or rejected.

X2 Procedure using two or more independent variable:

1. Set out a table of value from the data collected;

2. Decide on null hypothesis;

3. Calculate the expected frequencies, based on the null hypothesis;

4. Decide the number of degree of freedom;

5. Running the analysis as usual.

Note that, the sum of all X2 values obtained for the number of items observed in the column will

be put together as a single value for each category.

3.7 Administration of the Instrument(s)

The data for the study were collected through the administration of questionnaire. The

researcher visited the respondents to sample their opinions by administering the questionnaire to

them. The respondents were instructed on how to fill the questionnaire, and were asked to respond

to the statements indicating their degree of responses. Opinion of the respondents completed their

own questionnaire and returned it immediately. For those respondents who could not complete

theirs immediately, the researcher came back the next day to collect the rest of the questionnaires.

40

3.8 Method and Techniques of Data

Data collected from the administered questionnaire were categorized and presented while

the Chi-square (X2) statistical analysis was adopted for the calculation of the research questions

based on the related questionnaire items for each of the research question.

41

CHAPTER FOUR

DATA ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS

In this chapter, the researcher presents data obtained from the study. The analysis was

conducted using data conducted using data collected from the administered questionnaire and were

categorized and presented while; the mean score statistical analysis was adopted for the calculation

of the research questions based on the related questionnaire items for each of the research question.

750 copies of questionnaire were dispatched but not all the questionnaires were dully filled by the

respondent. About 107 copies of questionnaires were vender invalid because, some teachers and

students could not fill them appropriately while others could not return theirs. At the time collection

only 643 copies were duly countered which however made the total number of the questionnaire

analyzed to be 643. Mean statistics and percentage were used for analysis of data collected. The

formula adopted is stated below:

X = 𝐸𝑓𝑥

𝐸𝑓 where,

X= mean

∑ = summation or addition

f = Frequency

∑fX = Addition or summation of all the total frequency

∑rw = summation of values in the table rows

∑cl = summation of the values in the table columns

42

(O) = Observed value (frequencies)

(E) = Expected value= (∑r*(∑c/∑r+∑c))

X2 = (O-E)2/E (i.e. Chi-squire value)

The researcher used only 86% of the questionnaire distributed to take decision on whether to

accept or reject the null hypothesis from the responses of the respondents.

Demographic data of the respondents

Table 1: Teachers and Students respondents’ population in percentage

Type of Respondents Number of Respondents (N) Percentage (%)

Teachers 214 85.6

Students 429 85.8

From the above table 1, it shows that the teachers constitute 214 (85.6%) of the respondents,

while the students constitute 429 (85.8%) of the respondents.

43

Table 2: Data collected from Teachers respondents

S/N ITEMS SA A D SD

1 ICT medias brings abstract concept to

real life situations for proper

understanding of students.

88

100 17 9

2 ICT media in the teaching and learning

such as television, computer and

projector ensure better retention of

subject and make learning more

permanent.

80 113 17 4

3 ICT media helps to stimulate student

interest in reading and save time to

understand the lesson

79 110 20 5

4 Uses of ICT like internet help staff and

students have access to relevant

research materials.

97 93 22 2

5 Academic staff considers the use of

ICT media as waste of time.

72 110 31 1

6 Insufficient energy supply act as barrier

to effective use of ICT in teaching and

65 50 92 7

44

learning activities in the college

7 The lack of expertise to handle these

ICT media by academic staff and

students is a barrier to effective use of

ICT in teaching and learning activities

in the college.

45 71 90 8

8 Poor quality and inadequate

maintenance of ICT hardware is a

barrier to effective use of ICT in

teaching and learning activities in the

college.

57 90 49 18

9 There are enough ICT media like

computer, electronic gadgets and

overhead projectors in the college.

86 99 25 4

10 There are adequate provisions of

televisions, video recordings in the

lecture rooms.

91 90 23 10

11 Opaque and video camera are available

in the college lecture rooms.

91 90 31 2

12 There is adequate provision of ICT 85 69 54 6

45

(computer) learning software in all the

school subjects in the college.

13 If fund is made available by

government and other non-

governmental agencies, the college will

provide ICT facilities to the institutions.

68 118 19 9

14 If academic staffs are trained on the use

of ICT media through organized

seminar and conference, they will make

appropriate use of ICT media in

providing services.

94 91 17 12

15 If college management makes appeals

to companies such as HP computer,

Zinox and Compaq, they will assist the

college in provision of computers to the

college in form of computer

instructional gadgets.

73 123 16 2

16 Provision of stable power supply will

ensure appropriate use of ICT media in

teaching and learning activities in the

college.

122 82 7 3

46

Total 1293 1499 530 102

The above table shows how teachers responded to the questionnaire; the figures in the table were

used to check the validity and reliability of the data obtained on each item from item 1 to item 16,

the sum of the total values given are 3424 (i.e. 1293+1499+530+102=3424) which is the same as

the total number of the respondents 214 multiplied by the number of items 16 that gives the same

values 3424 (i.e. 214*16=3424).

Table 3: Data collected from Students base on gender level respondents

S/N ITEMS SA A D SD

M F M F M F M F

1 ICT medias brings

abstract concept to real

life situations for proper

understanding of

students.

65 131 71 132 5 16 4 5

2 ICT media in the teaching

and learning such as

television, computer and

projector ensure better

retention of subject and

85 122 51 123 7 31 2 8

47

make learning more

permanent.

3 ICT media helps to

stimulate student interest

in reading and save time

to understand the lesson

78 129 56 115 10 37 1 3

4 Uses of ICT like internet

help staff and students

have access to relevant

research materials.

100 156 35 105 7 13 3 10

5 Academic staff considers

the use of ICT media as

waste of time.

27 65 49 84 39 63 30 72

6 Insufficient energy

supply act as barrier to

effective use of ICT in

teaching and learning

activities in the college

19 42 19 44 38 83 69 115

7 The lack of expertise to

handle these ICT media

by academic staff and

23 25 15 44 40 109 67 106

48

students is a barrier to

effective use of ICT in

teaching and learning

activities in the college.

8 Poor quality and

inadequate maintenance

of ICT hardware is a

barrier to effective use of

ICT in teaching and

learning activities in the

college.

28 72 38 45 30 72 49 95

9 There are enough ICT

media like computer,

electronic gadgets and

overhead projectors in the

college.

33 64 29 51 48 87 35 82

10 There are adequate

provisions of televisions,

video recordings in the

lecture rooms.

52 98 58 102 22 53 13 31

11 Opaque and video camera 57 104 46 82 36 51 6 47

49

are available in the

college lecture rooms.

12 There is adequate

provision of ICT

(computer) learning

software in all the school

subjects in the college.

64 95 53 101 20 44 8 44

13 If fund is made available

by government and other

non-governmental

agencies, the college will

provide ICT facilities to

the institutions.

71 141 56 101 13 19 5 23

14 If academic staffs are

trained on the use of ICT

media through organized

seminar and conference,

they will make

appropriate use of ICT

media in providing

services.

90 154 46 96 5 21 4 13

50

15 If college management

makes appeals to

companies such as HP

computer, Zinox and

Compaq, they will assist

the college in provision

of computers to the

college in form of

computer instructional

gadgets.

68 109 61 131 9 27 7 17

16 Provision of stable power

supply will ensure

appropriate use of ICT

media in teaching and

learning activities in the

college.

95 194 35 63 7 21 8 6

The above table 2, shows how students responded to the questionnaire; the figures in the table were

used to check the validity and reliability of the data obtained on each item from item 1 to item 16,

the sum of the total values given are 6864 (i.e. 955+1701+718+1419+336+747+311+677 =6864)

which is the same as the total number of the male and female respondents as 145 and 284

respectively, multiplied by the number of items 16 by number of male and number of female

51

respondents and get the sum of the values obtained that gives the same values 3424 (i.e.

(16*145)+(16*284)=6864).

The Null Hypothesis (Ho): the calculated X2 values obtained were simplified in to two categories

(Agreed and Disagreed) to represent the four categories (Strongly Agreed, Agreed, Disagreed and

Strongly Disagreed) used in the questionnaire to the result simpler for better understanding. This

was done by taking the average of each of the two X2 values (i.e. SA+A/2=A; D+SD/2=D) to make

it a single X2 value as presented in the each of the research hypothesis tables below.

Research hypothesis 1: There is no significant difference in the male and female gender level in

using ICT for learning purposes.

Table 4: Chi-square (X2) value for Male and Female Students for gender level in using ICT for

learning purposes.

Agreed (A) Disagreed (D)

Male 10.08 1.87

Female 5.60 10.54

Table 4 above shows that the responses of respondent on application of ICT for effective

performance in teaching and learning. From the table, it is clear that enough the usage of ICT media

like computer electronics gadgets, overfed projectors etc in the FCT College of education Zuba, has

a great impact for learning purposes. The null hypothesis is accepted as the X2 value obtained are

10.08 and 5.60 for male and female students as agreed, using the X2 table degree of freedom 3; for

52

male gender the probability (p) is greater than or equals to 0.01 (p≥0.01), and for female gender the

probability (p) is less than or equals to 0.05 (p≥0.05). That shows that there is significant difference

in male and female gender in using ICT for learning purposes.

Note that, the detail of the analyzed values is presented in the index section in table 9.

Research hypothesis 2: There is no significant difference in the teachers’ and students’ barriers to

effective use of ICT for teaching and learning purposes.

Table 5: Chi-square (X2) value for Teachers and Students for the barriers to effective use of ICT for

teaching and learning purposes.


Teachers 9.29 17.39

Students 24.92 42.32

Limitations to the teachers’ and students’ barriers to effective use of ICT for teaching and

learning purposes. The null hypothesis is accepted as the X2 value obtained are 9.29 and 24.92 for

teachers and students, using the X2 table degree of freedom 3; for teachers the probability (p) is

greater than 0.05 (p>0.05), and for students the probability (p) is greater than 0.001 (p>0.001) gives

more confidence as it exceeds the X2 values in 0.001 probability column. That shows that there is

significant difference in teachers’ and students’ barriers to effective use of ICT for teaching and

learning purposes.


53

Research Question 3: There is no significant difference in the challenges faced by teachers and

students in the application of ICT.

Table 6: Chi-square (X2) value for Teachers and Students for the challenges faced in the application

of ICT.


Teachers 49.20 185.40

Students 254.52 340.26

Table 6 shows the response of the respondents on measures to solving the problems associated with

the use of ICT in the FCT College of education, Zuba. The table revealed that all the respondents

agreed that problems associated with the use of ICT in the FCT College of Education Zuba, can be

solved if fund is made available by government for the college authority to purchase ICT media and

subsequently teachers in the use of these ICT media. It also revealed that if the college management

makes appeal to ICT companies such as HP computer and COMPAQ etc, they will assist the

college in the provision of computer instructional gadgets as well as provision of stable power

supply will also ensure appropriate use of ICT media in the college. This conclusion is reached

based on the X2 of teachers with 49.20 as agreed and students with 254.52 as agreed as well. Both

the two values give more confident as the calculated X2 value is more than 0.001 in the probability

column (p> 0.001).


54

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction

In study investigated the “Application of ICT for Effective Performance in Teaching and

Learning in FCT College of Education, Zuba, Abuja”. The ICT as examined by the study is the

application of all the electronic infrastructure and facilities employed by college to improve and

provide efficient services. Such facilities, according to the study consist of hardware, software and

communications links between the service outlets of different sections of teaching and learning to

facilitate the sharing of common resources, especially the college networks. It also went further to

examine in brief the solutions to some assumption of problems that may occur under the study.

There was a review literature, and some relevant information materials on concept of

information and communication technology (ICT), the benefits of ICT to academic functions of

college, impact of ICT in teaching and learning services among others are adequately X-rayed by

the study. Sample sizes of six hundred and forty three (643) people were used for the study.

5.1 Summary of Findings

The researcher found out that, application of ICT in teaching and learning services by FCT College

of Education Zuba, impact positively in the services provided by academic staff to users of the

students. This, the majority of the constraints inherent in the application of ICT in teaching and

learning services.

55

From the data collected and the research questions analyzed, we observed that the

respondents have various opinions about ICT in terms of its usage in providing services to its users.

The first research question revealed that ICT makes teaching and learning simple by bringing

abstract concept to real life situations for students. ICT through its media or tools ensure better

retention of subjects taught, and ICT saves time of the library users. The application of ICT based

on the research questions among others highlighted that the college has enough computer

electronics gadgets, video recording, and video camera, computer learning software. Although, the

research also exposed some inadequacies associated with the ICT deployment such as lack of

sufficient power supply, expertise, inadequate fund to mention but a few.

In the cause of the analysis of the data collected from the field and represented as shown on

the various tables and through the use of chi-square statistical analysis, the following finding were

made;

(i) ICT media brings abstract concept to real life situations for proper understanding of

students;

(ii) ICT media in the teaching and learning such as television, computer and projector ensure

better retention of subject taught and make earning more permanent;

(iii) ICT media helps to stimulate student’s interest in reading and save time duly spent in the

library;

(iv) The use of internet helps staff and students have access to relevant research materials;

(v) There are enough ICT media like computer electronics gadgets and overhead projectors in

the college;

(vi) There is adequate provision of video recording in the lecture rooms;

56

(vii) Opaque and video camera are available in the college lecture rooms;

(viii) There are adequate provisions of ICT (Computer) learning software in all the school

subjects in the college;

(ix) Lecturers consider the use of ICT media as waste of time;

(x) Insufficient energy supply act as barrier to effective use of ICT in teaching and learning

activities in the college;

(xi) The lack of expertise to handle these ICT media by academic staffs and students is a barrier

to effective use of ICT in teaching and learning activities in the college;

(xii) When fund is made available by government, the college will make provision for the use of

ICT media to five schools in the institution;

(xiii) When college management makes appeal to ICT companies such as HP, Zinox, Samsung,

Toshiba and COMPAQ etc, they will assist the college in the provision of computer instructional

gadgets;

5.2 Conclusion

The study critically looked at the application of ICT for effective performance in teaching and

learning in FCT College of education Zuba, Abuja. The research questions were all proved

positively, that there is no significant difference in all the conditions stated. The null hypothesis has

proved with confidence in the results obtained. A research design method was used in the study,

and the population of the study is made up of respondents that comprised academic staff and

students drawn from the five schools in FCT College of Education Zuba. The questionnaires used

as instrument for data collection were analyzed using chi-square. The research work or findings

revealed that ICT brings abstract concept to real life situation for proper understanding of teachers

57

and students; ICT helps to stimulate academic staff and students’ interest in reading and save time

duly spent in the study sessions. The study also proffered suggestions to the problems identified in

the course of carrying out the work. The study recommended stable electricity supply, appropriate

funding, adequate textbooks to mention but a few.

Finally, the work made suggestions for further studies based on the other areas in ICT that

are very crucial in the use of ICT in teaching and learning.

5.3 Implication of the Study

The study will be great benefits to the students, lecturer and other major stake holders in Education

because the ICT tools and resource currently in use today will enhance academic activities of the

offered mentioned education practitioners by providing relevant and timely information materials in

teaching and learning through the services offered by the college with the aid of ICTs .

The research work will also assist college management in providing the much needed

infrastructural movement and funding for ICT, and ensuring the college services to the client are

adequate harnessed. It will also create room for capacity building and staff development in the

education sector.

In addition, the study will create awareness to lovers of education and academic

professionals that materials that are rare and costly could be assessed with the aid of ICT through

download from e–books and other resources in the internet.

5.4 Recommendations

The following recommendations are proffered by the research:

58

(i) There should be provision of stable power supply to ensure appropriate use of ICT media in

teaching and learning service in the college. This is to say that alternative standby generator to

strictly serve the college or liaison with PHCN officials on the way out;

(ii) College management should make appeal to ICT companies such as HP, Zinox, Toshiba,

Samsung etc to assist the college in the provision computer instructional gadgets;

(iii) There should be construction of e-library with large reading space to facilitate efficient

utilization of library resources in the college;

(iv) There should be proper maintenance of hardware as well as provision of suitable

educational software for the use of staff and students;

(v) There should be adequate provision of relevant textbooks in the college;

(vi) Academic staff and students should be trained on the use of ICT media through organized

seminar and conferences. This would go a long way in check-mating underutilization of ICT

resources in the college and;

(vii) Government should make fund available for the provision of ICT media to the existing five

schools in the college.

5.5 Suggestions for Further Research

In the process of carrying out the study certain problems were unfolded, where by those

problems will provide more grounds for understanding the problems. It is suggested that; further

research work is needed on the student’s perception of teaching and learning on the use of ICT in

the college services. Further investigation should be conducted on the attitude of school

management in the provision of ICT resources and services by teaching and learning.

59

An investigation should be carried out on the ways of managing challenges inherent in the use

of ICT resources in the college.

Contribution to Knowledge

The study critically looked at the use of ICT in teaching and learning services. Information

and communication is the application of computers in handling generation of data, storage,

processing, retrieval and dissemination of information. The research work also examined the

concept of information and communication technology (ICT), benefits of ICT to academic

activities, ICT tools in teaching and learning services, impact of ICT in teaching and learning

services, constraints to effective use of ICT in teaching and learning service among others. A

research design method was used in the study, and the population of the study is made up of

respondents that comprised academic staff and students drawn from the five schools in FCT

College of Education Zuba. The questionnaires used as instrument for data collection were analyzed

using mean score. The research work or findings revealed that ICT brings abstract concept to real

life situation for proper understanding of students, ICT helps to stimulate students’ interest in

reading and save time duly spent in the library among others. The study also proffered suggestions

to the problems identified in the course of carrying out the work. The study recommended stable

electricity supply, appropriate funding, adequate textbooks to mention but a few.

Finally, the work made suggestions for further studies based on the other areas in ICT that

are very crucial in the use of ICT in teaching and learning services.

60

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Whitaker, D.F.: Comparison of Tutor Retrieval text, Computer Assisted Instruction, and

Programmed Lecture in teaching Statistics to Physical Education Majors. Dissertation


Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian national

policy for information technology. International Education Journal 6 (3), 316-321.

66

APPENDICES

Appendix 1

QUESTIONNAIRE

FCT COLLEGE OF EDUCATION ZUBA, ABUJA

Dear Respondent,

This questionnaire is designed to investigate the “Application of ICT for Effective Performance in

Teaching and Learning in FCT College of Education, Zuba, Abuja. The information gathered from

this exercise will be treated with greatest confidentiality and will be used solely for academic

purposes.

Your cooperation is highly solicited.

SECTION A:

PERSONAL DATA

1. School: ……………………………………………….…………………

2. Department: …………………………………………….……………

3. Status: Staff ( ) Student ( )

4. Gender: Male ( ) Female ( )

67

SECTION B

Instruction: Tick the appropriate option as (SA) Strongly Agreed, (A) Agreed, (D) Disagreed, or

(SD) Strongly Disagreed, against each of the items below:

S/N ITEMS SA A D SD

1 ICT medias brings abstract concept to real life situations for

proper understanding of students

2 ICT media in the teaching and learning such as television,

computer and projector ensure better retention of subject

and make learning more permanent.

3 ICT media helps to stimulate student interest in reading and

save time to understand the lesson

4 Uses of ICT like internet help staff and students have access

to relevant research materials.

5 There are enough ICT media like computer, electronic

gadgets and overhead projectors in the college.

6 There are adequate provisions of televisions, video

recordings in the lecture rooms.

7 Opaque and video camera are available in the college

lecture rooms.

68

8 There is adequate provision of ICT (computer) learning

software in all the school subjects in the college.

9 Academic staff considers the use of ICT media as waste of

time.

10 Insufficient energy supply act as barrier to effective use of

ICT in teaching and learning activities in the college

11 The lack of expertise to handle these ICT media by

academic staff and students is a barrier to effective use of

ICT in teaching and learning activities in the college.

12 Poor quality and inadequate maintenance of ICT hardware

is a barrier to effective use of ICT in teaching and learning

activities in the college.

13 If fund is made available by government and other non-

governmental agencies, the college will provide ICT

facilities to the institutions.

14 If academic staffs are trained on the use of ICT media

through organized seminar and conference, they will make

appropriate use of ICT media in providing services.

15 If college management makes appeals to companies such as

HP computer, Zinox and Compaq, they will assist the

69

college in provision of computers to the college in form of

computer instructional gadgets.

16 Provision of stable power supply will ensure appropriate use

of ICT media in teaching and learning activities in the

college.

70

Appendix 2

BRIEF HISTORY OF THE COLLEGE

In 1996, the Minister of FCT set up a committee with membership drawn from the

department of Education FCTA to work modalities for the establishment of a college education.

The recommendation submitted by the committee gave birth to FCT college of education which

was temporarily sited Nigeria at the defunct Teachers College Zuba. The college was established to

provide qualitative teacher education geared towards meeting the present challenges facing the

Nigeria Educational System especially in the area of training teachers in the science and Nigerian

languages to teach at the primary schools.

A Deputy Director, Mr. B.L Banda from Education Department FCDA was appointed the

first provost of the college. The principal of the defunct Teachers’ College, Alhaji A. G. Zakari was

appointed the Registrar of the college while other staffs of both administrative and academic were

drawn from secondary schools within the FCT to constitute the pioneer teachers and administrative

staff of the college. A total of 120 students were admitted into the programmes for the 98/99

session.

The college was however, closed down in may 2000, due to the need for reorganization and

restructuring in order to ensure effectiveness in the academics and administration. Consequently, in

April, 2001 it was reopened with more high-level manpower, and material resources were put in

place. A Deputy Director in Education Department of MFCT in charge of school and Higher

Education, Dr. Umma Abdul Wahid was appointed as provost of the college Alhaji Kabiru Isa

another Deputy Director was appointed as Registrar.

71

In 2006, management team for the college was appointed with Professor Tijjani Ismail as

the provost and Muhammad M. Liman as the Registrar. The Ministry of the Federal Capital

Territory is the organ responsible for the funding of the college. The minister is responsible for the

appointment of the governing council. The National Commission for College of Education is

empowered to provide the minimum standard for NCE. The provision of subsection 5(c) and (d) of

Degree No.3 of 1989 which set up the National Commission for Colleges of Education mandate the

commission among other things of “laying down standards accreditation of certificate and academic

awards and approve guidelines for accreditation.

Lately, on 24th June, 2014 a new Acting Provost was appointed in person of Dr. Hamza M.

Gambo whom took over from the chairing provost Prof. Tijjani Isma’il due to his tenure

termination after serving for eight years. Handing over of official responsibility took place on 3rd

July, 2014.

The objectives of the College include;

a. Assist the Federal Capital Territory and the Nation to achieve its educational objective

through the preparation of teachers to assume teaching posts and positions of responsibility

and administration.

b. Provide courses of instruction and training for teacher education to either sex without

distinction of race, tribe or creed.

c. Conduct and promote research into theory and practice of education i.e. all its ramifications

and to disseminate results of such research to educational institutions and establishments in

and outside the federal Capital Territory through publications and other means.

72

d. Offer internal and external courses of short durations to serving teachers on the

administrative and professional aspects of the teacher’s role.

e. Organize conferences, seminars, study group symposia and such other activities to enhance

effective teaching and learning, and

f. Under take any other activities to enhance effective teaching and learning.

g. Provide current, relevant and timely information resource support (library) for teaching,

learning and research by means of modern electronic and digital information access and use.

73

Appendix 3

STUDENTS STATISTICS BY SCHOOL AND LEVEL OF STUDY

Table 7: The population of the Students according to their Schools and levels of study.

SCHOOL NAME LEVELS TOTAL

NCE I NCE II NCEIII SPILL

OVER

School of Arts & Social Science 727 569 575 85 1956

School of Education 333 213 186 42 774

School of Languages 228 180 226 54 688

School of Sciences 492 299 287 25 1103

School of Vocational and Technical

Education

268 217 264 43 792

TOTAL 2048 1478 1538 249 5313

Source from: www.fctcoezuba/admin/rptregitrationstatistics.asp?print

74

Appendix 4

ACADEMIC STAFF STATISTICS BY SCHOOL

Table 8: The population of the college Academic staff according to the Schools.

SCHOOL NAME NO. OF STAFF

School of Arts & Social Science 46

School of Education 45

School of Languages 37

School of Sciences 53

School of Vocational and Technical

Education

40

TOTAL 221

Source from: FCT College of education, Zuba-Abuja, Registry Record of Disposition of Academic

Staff by School/Departments. Last updated 2013.

75

Appendix 5

TABLE OF ANALYSIS FOR RESEARCH HYPOTHESIS 1: There is no significant difference in

the male and female gender level in using ICT for learning purposes.


S/N ITEMS SA A D SD

M F M F M F M F TOTAL

1 ICT medias

brings

abstract

concept to

real life

situations

for proper

understandi

ng of

students.

65

(82.0)

“3.52”

131

(145.50)

“1.45”

71

(53.25)

“5.92”

132

(118.75)

“1.26”

5

(7.25)

“0.70”

16

(24.25)

“2.81”

4

(2.50)

“0.90”

5

(6.50)

“0.35”

M=145

F=284

2 ICT media in

the teaching

and learning

such as

85

(82.0)

“0.11”

122

(145.50)

“3.80”

51

(53.25)

“0.06”

123

(118.75)

“0.33”

7

(7.25)

“0.00”

31

(24.25)

“1.88”

2

(2.50)

“0.10”

8

(6.50)

“0.35”

M=145

F=284

76

television,

computer

and

projector

ensure

better

retention of

subject and

make

learning

more

permanent.

3 ICT media

helps to

stimulate

student

interest in

reading and

save time to

understand

the lesson

78

(82.0)

“0.20”

129

(145.50)

“1.87”

56

(53.25)

“0.14”

115

(118.75)

“0.12”

10

(7.25)

“1.04”

37

(24.25)

“6.70”

1

(2.50)

“0.90”

3

(6.50)

“1.88”

M=145

F=284

4 Uses of ICT 100 156 35 105 7 13 3 10 M=145

77

like internet

help staff

and students

have access

to relevant

research

materials.

(82.0)

“3.95”

(145.50)

“0.76”

(53.25)

“6.25”

(118.75)

“1.60”

(7.25)

“0.00”

(24.25)

“5.22”

(2.50)

“0.10”

(6.50)

“1.88”

F=248

TOTAL M=328 F=538 M=213 F=475 M=29 F=97 M=10 F=26 M=580

F=

1136

Note: The values presented in the table above are into three categories, the first value indicates the

frequency of the collected data, the second value indicates the calculated expected frequency and

the third value indicates the calculated chi-square value, which was used in obtaining the

probability from the chi-square table.

78

Appendix 6

TABLE OF ANALYSIS FOR RESEARCH HYPOTHESIS 2: There is no significant difference in

the teachers’ and students’ barriers to effective use of ICT for teaching and learning purposes.


S/N ITEMS

SA

A

D

SD

T S T S T S T S TOTAL

5 Academic

staff

considers

the use of

ICT

media as

waste of

time.

86

(88.25)

“14.29”

97

(141.75)

“14.13”

99

(87.0)

“0.06”

80

(130.5)

“19.54

”

15

(30.75)

“1.66”

135

(90.25)

“22.44”

14

(8.0)

“8.09”

117

(66.5)

“38.35

”

T=214

S=429

6 Insufficie

nt energy

supply act

as barrier

to

effective

91

(88.25)

“0.09”

150

(141.75)

“0.48”

90

(87.0)

“0.10”

160

(130.5)

“6.69”

23

(30.75)

“1.95”

75

(90.25)

“2.58”

10

(8.0)

“0.50”

44

(66.5)

“7.61”

T=214

S=429

79

use of

ICT in

teaching

and

learning

activities

in the

college

7 The lack

of

expertise

to handle

these ICT

media by

academic

staff and

students is

a barrier

to

effective

use of

ICT in

teaching

and

91

(88.25)

“0.09”

161

(141.75)

“2.61”

90

(87.0)

“0.10”

128

(130.5)

“0.05”

31

(30.75)

“0.00”

87

(90.25)

“0.12”

2

(8.0)

“4.50”

53

(66.5)

“2.74”

T=214

S=429

80

learning

activities

in the

college.

8 Poor

quality

and

inadequat

e

maintenan

ce of ICT

hardware

is a

barrier to

effective

use of

ICT in

teaching

and

learning

activities

in the

college.

85

(88.25)

“0.12”

159

(141.75)

“2.10”

69

(87.0)

“3.72”

154

(130.5)

“4.23”

54

(30.75)

“17.58

”

64

(90.25)

“7.64”

6

(8.0)

“0.50”

52

(66.5)

“3.16”

T=214

S=429

81

TOTAL T=353 S=567 T=348 S=522 T=123 S=361 T=32 S=266 T=856

S=1716





82

Appendix 7

TABLE OF ANALYSIS FOR RESEARCH HYPOTHEISIS 3: There is no significant difference in

the challenges faced by teachers and students in the application of ICT.

Table 11: Analysis for Research Hypothesis 3.

S/N ITEMS SA A D SD

T S T S T S T S TOTAL

9 There are

enough

ICT media

like

computer,

electronic

gadgets

and

overhead

projectors

in the

college.

72

(74.50)

“0.08”

92

(152.88)

“24.24”

110

(91.88)

“0.20”

113

(115.88)

“2.53”

31

(40.13)

“83.36”

102

(74.50)

“10.15”

1

(7.50)

“16.25”

102

(85.75)

“16.25”

T=214

S=429

10 There are

adequate

provisions

65

(74.50)

61

(152.88)

50

(91.88)

63

(115.88)

92

(40.13)

121

(74.50)

7

(7.50)

“112.57

184

(85.75)

“112.57

T=214

83

of

televisions

, video

recordings

in the

lecture

rooms.

“1.21” “55.22” “19.09” “24.13” “67.04” “29.02” ” ” S=429

11 Opaque

and video

camera

are

available

in the

college

lecture

rooms.

45

(74.50)

“11.68”

48

(152.88)

“71.95”

71

(91.88)

“4.75”

59

(115.88)

“27.92”

90

(40.13)

“61.99”

149

(74.50)

“74.50”

8

(7.50)

“88.75”

173

(85.75)

“88.87”

T=214

S=429

12 There is

adequate

provision

of ICT

(computer

) learning

software

in all the

57

(74.50)

“4.11”

100

(152.88)

“18.29”

90

(91.88)

“0.04”

83

(115.88)

“9.33”

49

(40.13)

“61.97”

102

(74.50)

“10.51”

18

(7.50)

“39.57”

144

(85.75)

“39.57”

T=214

S=429

84

school

subjects in

the

college.

13 If fund is

made

available

by

governme

nt and

other non-

governme

ntal

agencies,

the

college

will

provide

ICT

facilities

to the

institution

s.

68

(74.50)

“0.57”

212

(152.88)

“22.86”

118

(91.88)

“7.43”

157

(115.88)

“14.59”

19

(40.13)

“11.13”

32

(74.50)

“24.24”

9

(7.50)

“38.89”

28

(85.75)

“38.89”

T=214

S=429

85

14 If

academic

staffs are

trained on

the use of

ICT media

through

organized

seminar

and

conferenc

e, they

will make

appropriat

e use of

ICT media

in

providing

services.

94

(74.50)

“5.10”

244

(152.88)

“54.31”

91

(91.88)

“0.00”

142

(115.88)

“5.89”

17

(40.13)

“13.33”

26

(74.50)

“31.57”

12

(7.50)

“51.12”

17

(85.75)

“51.12”

T=214

S=429

15 If college

manageme

nt makes

appeals to

companies

73

(74.50)

“2.25”

177

(152.88)

“3.81”

123

(91.88)

“10.54”

192

(115.88)

“50.0”

16

(40.13)

“14.51”

36

(74.50)

“19.90”

2

(7.50)

“44.74”

24

(85.75)

“44.74”

T=214

S=429

86

such as

HP

computer,

Zinox and

Compaq,

they will

assist the

college in

provision

of

computers

to the

college in

form of

computer

instruction

al gadgets.

16 Provision

of stable

power

supply

will

ensure

appropriat

122

(74.50)

“30.29”

289

(152.88)

“121.20

”

82

(91.88)

“1.06”

98

(115.88)

“2.76”

7

(40.13)

“27.35”

28

(74.50)

“29.02”

3

(7.50)

“60.04”

14

(85.75)

“60.04”

T=214

S=429

87

e 98use of

ICT media

in

teaching

and

learning

activities

in the

college.

TOTAL T=596

S=1223 T=735 S=927 T=321 S=596 T=60 S=686 T=1712

S=3432





Documents

Application of ICT for Effective performance in Teachin and Learning