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EDEM SOLOMON SUNDAY
ASSESSMENT OF THE APPLICATION OF INFORMATION AND
COMMUNICATION TECHNOLOGY
Ugwuoke Chukwuma
EDEM SOLOMON SUNDAY
PG/M.ED/11/58795
ASSESSMENT OF THE APPLICATION OF INFORMATION AND
COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN
EDUCATION
Ugwuoke Chukwuma
Digitally Signed by: Content manager’s
DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
ASSESSMENT OF THE APPLICATION OF INFORMATION AND
IN TEACHING AND LEARNING IN
: Content manager’s Name
Webmaster’s name
a, Nsukka
1
ASSESSMENT OF THE APPLICATION OF INFORMATION AND
COMMUNICATION TECHNOLOGY IN TEACHING AND
LEARNING IN HIGHER INSTITUTIONS IN
AKWA IBOM STATE, NIGERIA
BY
EDEM SOLOMON SUNDAY
PG/M.ED/09/50616
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
(COMPUTER EDUCATION),
UNIVERSITY OF NIGERIA, NSUKKA
JULY, 2012
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CHAPTER ONE
INTRODUCTION
Background of the Study
The rapid development in information and communication technologies (ICT) has
made tremendous changes in the twenty-first century, and also affected the demands of
modern societies. Educational systems around the world are under increasing pressure to use
Information and Communication Technology (ICT) to teach students the knowledge and
skills needed in the 21st century (Bangkok, 2004). In recognition of the impact of new
technologies on the place of work and everyday life, Nigeria has joined the global village to
restructure her educational system and classroom facilities in order to minimize the teaching
and learning technology gap between developed and the developing countries. This is
reflected in the word of Achuonye (2002) that the school environment of the 21st century will
be a centre of electronic marvels.
The application of ICT in education which is exacting an unprecedented impact in the
learning process is a result of advancement in information technology. The communicative
abilities and facilities offered by the computer, notably the e-mail, led to the replacement of
the term “Information Technology” with that of Information and Communication Technology
(ICT) over a decade ago. ICT according to Jimoh (2007) is the handling and processing of
information (texts, images, graphs, instruction etc) for use, by means of electronic and
communication devices such as computers, cameras, and telephone. Zwass (2006) defined
ICT to include information processing technologies such as computers and the Internet, line
telecommunication, mobile phones and other wireless communications, networks, broadband,
and other different types of devices ranging from barcode scanners and Braille readers to
global positioning systems.
ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, retrieve and manage information (Ngurukulem, 2005). The term ICT has
been used by United Nations (2005) to encompass technological innovation and convergence
in information and communication leading to the development of information and knowledge
societies, with resulting changes in social interaction, economic and business practices,
political engagement, education, health, leisure and entertainment. It is however, an umbrella
term that includes any communication device or application, encompassing radio, television,
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cellular phones, computer and network, hardware and software, satellite systems, as well as
the various services and applications associated with them, such as videoconferencing, and
distance learning.
Tanner (2003) presents ICT as discipline, resource and key skill. ICT as discipline is a
subject in the curriculum. As an instructional resource, ICT encompasses a wide range of
technologies including telephones, fax machines, televisions, video, audio recorders, CD
players, CD-ROMs, personal organizers, programmable and remote-operated toys, radios,
computers as well as any other technologies that can enhance the processes of findings,
exploring, analyzing, documenting, exchanging and presenting instruction based information
(O’Hara cited in Akudolu, 2006).
According to Thomas and Ranga (2000), there are three broad categorizes of
application of ICT in education; pedagogy, training and continuing education. The
pedagogical application of the ICT is concerned with the use of ICT facilities for teaching
and learning, which plays complementary roles in teaching and learning situations, rather
than supplement to the teacher or instructor.
The pedagogic uses of the computer becomes necessary for development, among
teachers as well as students, of competence, skills and attitude related to effective application
of information and communication technologies in lesson preparation, instruction delivery,
individualized learning and evaluation. Pedagogy through the application of ICT has the
advantage of heightening the motivation, helping recall previous learning, providing new
instructional stimuli, activating the learner’s response, providing systematic and steady
feedback, facilitating appropriate practice, sequencing learning appropriately and providing a
viable source of information for enhanced learning (Olakulehin, 2007).
The end of formal education does not mean the end of one’s learning. The pace at
which new knowledge is being generated and old knowledge is becoming outdated, demands
that an individual should continue to learn throughout one’s life. Therefore, ICT can be very
effective for facilitating lifelong education, both as a tutor and as a tool. Lecturers who teach
students with this system of instruction would be able to kindle in the hearts of the learners a
desirable attitude towards ICT tools in their entire life. For teachers to achieve this, they need
to be skilled in the use of ICT and also to be able to critically evaluate strategies for the
acquisition and the appropriate application of ICT in diverse curriculum area.
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Application refers to the use of tools in carrying out, execution, or practice of a plan, a
method, or any design for doing something. According to Hornby (2005), application is
practical use of something especial new technologies for teaching. The technologies can be
integrated into curriculum delivery through use of e-learning, video conferencing, electronic
platforms, World Wide Web, synchronous and asynchronous software. However, the major
implementers and evaluators of ICT in schools are the teachers and instructors. They provide
appropriate environment and instruction which enable students acquire the desired ICT
knowledge and skills. Furthermore, application of ICT cannot be effective without having a
prerequisite ICT competence. However, having ICT in schools will not guarantee their
effective use. Regarding the quantity and quality of technology placed in classrooms, the key
to how those tools are used are teachers. Therefore, they play a leading role in the application
of ICT in teaching and learning process (Kadel cited in Yusuf, 2011).
Application of ICT is the use of a diverse set of technological tools and resources to
communicate, create, disseminate, store, retrieve and manage information (Ofodu, 2007).
Applying ICT in instruction involves the use of ICT facilities to support instruction in
grading and teaching. Lecturers use ICT in the delivery of instructional units that integrate a
variety of software, application and learning tools. The various ICT facilities used in the
teaching-learning process in schools according to Ofodu (2007) include; radio, television,
computers, overhead projectors, optical fibres, fax machines, CD-Rom, Internet, electronic
notice board, slides, digital multimedia, video/ VCD machine and so on. In the present world
of ICT, teaching and learning has gone beyond the teacher standing in front of a group of
students and disseminating information to them without the students’ adequate participation.
This means that a lecturer can post lectures on internet to students, give assignment to
students through internet which the student have to do and submit through e-mail to the
lecturer. In so doing, the lecturer will assess the student’s assignment and send immediate
feedback to the students via e-mail. However, with the aid of ICT, lecturers can take students
beyond traditional limits, ensure their adequate participation in teaching and learning process
and create vital environments to experiment and explore skills. This new development is a
strong indication that the era of lecturers without ICT skills have gone. Lecturers with
adequate and professional skills in application of ICT in teaching will definitely have his
students perform better in classroom learning.
5
In the developed countries teaching and learning have taken a new dimension through
the application of ICT by teachers in preparing lesson, instruction delivery, individualized
learning, and assessment of learning. Application of ICT in instruction delivery motivates
students and also encourages students’ participation in class activities. Furthermore,
application of ICT in assessing students learning reduce time consumed by lecturers in
recording test results, it reduces examination malpractices and also offered immediate
feedback to students.
Assessment is the act of appraisal (Houghton, 2000). It is also defined by Anunobi
(1998), as a process in which one make a judgement about a person or situation. Assessment
data effects student advancement, placement, and grades, as well as decisions about
instructional strategies and curriculum. Dietel, Herman, and Knuth (1991) defined
Assessment as "any method used to better understand the current knowledge that a student
possesses." This implies that assessment can be as simple as a teacher's subjective judgment
based on a single observation of student performance, or as complex as a five-hour
standardized test. The idea of current knowledge implies that what a student knows is always
changing and that we can make judgments about student achievement through comparisons
over a period of time. Through assessment, decisions about grades, advancement, placement,
instructional needs, and curriculum are affected. For any teaching and learning to be
meaningful, assessment of students learning must be effective. Effective assessment help
teacher and students in monitoring progress of teaching and learning, it help teacher carry out
curriculum evaluation and refinement, provide mastery, promotion or grading and determine
grades of students, its offer immediate feedback, and motivate students. In this work
assessment has to do with the collecting data in order to pass judgement on the application of
ICT in teaching and learning.
However, teaching without assessment of students’ progress rendered the instructional
objective useless. Teaching, according to Federal Republic of Nigeria (FRN) report of 2002,
is a systematic rational and organized process of transmitting or imparting knowledge, skills
and attitudes to students in accordance with professional principles. Akinpelu in Offorma
(2006) defined teaching as the deliberate effort by a mature or experienced person to impart
information, knowledge, skills to an immature or less experienced person through a process
that is morally and pedagogically acceptable. The aim of teaching is to facilitate learning.
6
Learning is a process by which a learner acquires knowledge, skills, attitude,
concepts, traditions, values and the ability to comprehend in the process which ultimately
leads to his mental, social, spiritual and physical growth and development (Paul, 1996).
According to Igbo (2000), learning is a change in human disposition or capability which
persists over a period of time, and which is not simply ascribed to processes of growth. It is
only through the disposition of the learner that learning can take place.
However, higher institutions should play their leading role on the need for student-
teacher to have ICT skills for their own use in the preparation of materials for teaching and
learning activities; the need to facilitate the direct use of ICT in students’ learning activities
within the classroom situations; and the need for lecturers to develop in their students a
critical awareness of ICT implications and the social implication (Yusuf, 2007). This will
facilitate student centered learning and also enhance their learning in every subject by
engaging their thinking, decision making, problem solving and reasoning behaviour as well
as making them function well in the world of new technology age. FRN (2004) defined
higher institution as an education given after secondary education in universities, colleges of
education, polytechnics, monotechnics including those institutions offering correspondence
courses.
Higher institutions have been given mandate in the development of a nation through
high level relevant manpower training. A change in the society influences higher institutions
and therefore provides a complementary and dynamic effect on the social environment. One
of the forces interacting with higher institutions, FRN (2004) is the application of ICT in
teaching and learning.
The Government of Akwa Ibom State had made some effort to enhance application of
ICT in teaching and learning in higher institutions in the State. The State government signed
agreements with Zinox computers and IB Benest Investments Limited (IBBIL) to provide
ICT sustainable intervention at higher institutions in the State’s institutions. The State
government has provided ICT facilities in the institutions and built well equipped laboratories
fully installed with internet facilities in higher institutions in the State.
The State government also offer training for teachers to enable them effectively use
the facilities to familiarize students with the use and working of computers. In the same vein,
the Akwa Ibom State College of Education which is one of the higher institutions in the State
7
in 2009 selected lecturers in different departments and sent them for ICT training organized
by Digital Bridge Institute, International Centre for Communications Studies in Abuja on
Advanced Digital Appreciation Programme for Tertiary Institutions to equip lecturers with
up-to-date pedagogical use of ICT facilities. However, some of these ICT facilities are
provided but the extent of the application is not assessed. It is therefore, in the light of this
that the researcher intends to assess the extent of application of ICT in teaching and learning
in higher institutions in Akwa Ibom State, Nigeria.
Statement of the Problem
Application of ICT in teaching and learning has given a lot of concern among the
policy markers and experts and has become a bane to national development especially in
education sector in the country. Organisations in Africa have been concerned with the
problem of application of ICT policy in African schools and given a mandate to Association
of African University, (AAU, 2003) to examine the problems and major obstacles affecting
the use of ICT in African universities by lecturers. The Association identified among others;
poor telecommunication infrastructure, lack of university coherent plan for ICT, problem of
connectivity, limited bandwidth, lack of professional development, inadequate funding of
ICT infrastructure, non-reliability of public electricity supply, inadequate human resource
base, poor maintenance of available facilities, and staff development as the problems and
obstacles affecting application of ICT in teaching and learning in schools.
Application of ICT in teaching and learning process is capable of equipping students
of higher institutions with knowledge, skills and competences with which they can readily be
employed after graduation; and also capable of making the work of teaching and learning of
lecturers simple. It is based on the potentialities of ICT to enhance quality of teaching and
learning that the government, both State and Federal made efforts in providing some of these
ICT facilities, and offered in-service trainings, and workshops to equip lecturers with
knowledge of ICT application in classroom, but the extent to which these facilities are
applied by the lecturers is unknown. It is in this background that the researcher desired to
assess the extent of application of ICT in teaching and learning in higher institutions in Akwa
Ibom State, Nigeria.
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Purpose of the Study
The purpose of the study is to assess the extent of application of information and
communication technology in teaching and learning in higher institutions in Akwa Ibom
State. Specifically, the study will assess the:
(1) application of ICT in lesson preparation in higher institutions in Akwa Ibom State.
(2) application of ICT in instruction delivery in higher institutions in Akwa Ibom State.
(3) application of ICT in individualized learning in higher institutions in Akwa Ibom
State.
(4) application of ICT in evaluation of learning in higher institutions in Akwa Ibom State.
(5) constraints to the application of ICT in teaching in higher institutions in Akwa Ibom
State.
Significance of the Study
The findings of this study if implemented will be of immense benefit to lecturers,
students of higher institutions, institutions administrator, Akwa Ibom State Government, and
fellow researchers with kin interest on ICT. The findings of the study will help lecturers in
higher institution to know the teaching and learning activities ICT can be apply. This will
help them see the need for knowledge update through workshops and retraining on the skills
needed to the application of ICT in preparing lesson, delivery of instruction, individualized
learning, and evaluation of learning in classroom. Lecturers will also benefit from applying
ICT in lesson preparation in such that it will reduce their workload, save their time, make
them be more organized, more productive, increased their efficiency, and help them expedite
action in preparing lesson, delivery of instruction and evaluation of learning.
Application of ICT in preparing lesson, delivery of instruction, and evaluation of
learning will help students on the ground that they will be actively involved and motivated in
class activities. The study will help them relates school experiences to work practices.
The study will identify the extent of application of ICT in preparing lesson,
instruction delivery, and evaluation of learning, thereby helping institutions administrators to
know the needed ICT facilities, and make effort for the short-fall by appealing to the
appropriate authority, philanthropists and non-governmental organization to come to the aid
of the institution. Also, constraints identify by lecturers in applying ICT in classroom will
9
help institutions administrators to make budgetary provision to incorporate such constraints
for effective application of ICT in teaching and learning.
The study will be of benefit to the government through its ministry of education by
providing necessary ICT facilities to boost ICT application for preparing lesson, instruction
delivery, and evaluation of learning especially in the State-owned higher institutions. Finally,
the study will provide empirical information on the assessment of the application of ICT in
teaching and learning for researchers who have special interest in related research on ICT.
Research Questions
The following research questions will guide the study:
(1) To what extent are ICT applied in lesson preparation in higher institutions in Akwa
Ibom State?
(2) To what extent are ICT applied in instruction delivery in higher institutions in Akwa
Ibom State?
(3) To what extent are ICT applied in individualized learning in the higher institutions in
Akwa Ibom State?
(4) To what extent are ICT applied in evaluation of learning in higher institutions in
Akwa Ibom State?
(5) What are the constraints to the application of ICT in teaching in higher institutions in
Akwa Ibom State?
Hypotheses
The following three null hypotheses were formulated to guide the study and will be
tested at 0.05 level of probability.
Ho1: There is no significant difference among the Mean responses of lecturers in
University of Uyo, College of Education and College of Arts and Science on the
application of ICT in lesson preparation in Akwa Ibom State.
Ho2: There is no significant difference among the Mean responses of lecturers in
University of Uyo, College of Education and College of Arts and Science on the
application of ICT in instruction delivery in Akwa Ibom State.
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Ho3: There is no significant difference between the Mean responses of lecturers in
University of Uyo, College of Education and College of Arts and Science on the
application of ICT in individualized learning in higher institutions in Akwa Ibom
State.
Scope of the Study
The study will be restricted to the three higher institutions in Akwa Ibom State. Both
male and female lecturers in three higher institutions (University of Uyo, Colleges of
education and College of Arts and Science) will be studied. Also the study will be restricted
to the application of ICT in teaching and learning.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of related literature is carried out under the following sub-headings:
1. Conceptual Framework
• Information and Communication Technology (ICT) and Teaching - Learning
• Application of ICT in lesson preparation
• Application of ICT in instructions delivery
• Application of ICT in individualized learning
• Application of ICT in evaluation of Learning
• Constraints to the Application ICT in teaching and learning
2. Theoretical Framework
• Constructivist and learning theory
• Andragogist theory
3. Review of Related Empirical Studies
4. Summary of Review of Related Literature
Conceptual Framework
This study focuses on assessment of the application of information and
communication technologies (ICT) in teaching and learning. ICT according to Kiplang’at
(2004) in Ojiambo (2006) has no universal accepted definition because the applications and
technology involved constantly keep changing almost on daily basis. ICT according to him
deals with digital data and the ways of storing, retrieval, transmission and receipt of
information. Zwass (2006) defined ICT to include information processing technologies such
as computers and the internet, line telecommunication, mobile phones and other wireless
communications, networks, broadband, and other different types of devices ranging from
barcode scanners and Braille readers global positioning systems. The Association of African
Universities (2003) defined ICT as “a shorthand for the computers, software, networks,
satellite links and related systems that allow people to access, analyse, create, exchange and
use data, information and knowledge in ways that, until recently, were almost unimaginable.
ICT refers to the infrastructure that brings people together in different places and time zones,
with multimedia tools for data, information, and knowledge management in order to expand
10
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the range of human capabilities” (Heeks, 1999). Ngurukulem (2005) defines ICT as a diverse
set of technological tools and resources used to communicate, create, disseminate, store,
retrieve and manage information. Jimoh (2007) defined ICT as the handling and processing
of information (texts, images, graphs, instruction etc) for use, by means of electronic and
communication devices such as computers, cameras, telephone. Ofodu (2007) also refer to
ICT as electronic or computerized devices, assisted by human and interactive materials that
can be used for a wide range of teaching and learning as well as for personal use. From these
definitions, ICT could therefore be defined as processing and sharing of information using all
kinds of electronic device, an umbrella that includes all technologies for the manipulation and
communication of information.
The various ICT facilities used in the teaching - learning process in schools according
to Ofodu (2007) include; radio, television, computers, overhead projectors, optical fibres, fax
machines, CD-Rom, Internet, electronic notice board, slides, digital multimedia, video/ VCD
machine and so on. However, looking at the role of education in nation building and the
population explosion in the secondary schools these days, the use of ICT in the teaching-
learning process becomes imperative. This is true because its adoption by the teachers will
enhance effective teaching. Such issues like good course organisation, effective class
management, content creation, self-assessment, self-study, collaborative learning, task
oriented activities, and effective communication between the actors of teaching - learning
process and research activities will be enhanced by the use of ICT based technology.
Application is an instructional phase whereby the actual engagements of learners with
planned learning opportunities take place (Olaitan & Ali, 1997). According to Yusuf (2011),
application is the action that must follow any preliminary thinking in order for something to
actually happen. In an information technology context, application involves the use of ICT to
support instruction in grading and teaching.
Teaching in this context involves, planning, applying and evaluation (Mang &
Mankilik, 2001). Each component involves series of decision which the computer teacher
must necessarily make in order to teach effectively. The role of teacher in planning, applying
and evaluation has been variously expressed by educators. Ukoha (1996) explained that the
teacher in the teaching and learning process performs a multiple duty of planner, manager,
counselor, doctor and controller. In the view of Offorma (2006), teaching is defined as a
13
systematic activity deliberately engaged in by somebody to facilitate the learning of the
intended worthwhile knowledge, skills and values by another person and getting the
necessary feedback. It involves the setting up of activities to enable somebody learn
something which can improve the person’s knowledge, skills, attitudes and values. The aim
of teaching is to facilitate learning.
Learning, according to Paul (1996) is a process by which a learner acquires
knowledge, skills, attitude, concepts, traditions, values and the ability to comprehend in the
process which ultimately leads to his mental, social, spiritual and physical growth and
development. According to Igbo (2000), learning is a change in human disposition or
capability which persist over a period of time, and which is not simply ascribe to processes of
growth. Unachukwu (1990) maintained that learning is a relatively permanent change in the
behaviour of the learner and is expressed in terms of knowledge, skills and attitudes. He
further maintained that learning involves training and constant practice and all these are to be
reinforced. According to him, learning is gradual and progressive and leads to the acquisition
of new knowledge, attitude and skills. Therefore, learning involves an extension of mental
awareness – an extension of consciousness.
The conceptual framework in Fig. 1 below illustrates that the independent variable
which is conceptualized as constraints to the application of ICT in teaching and learning. The
dependent variable is also conceptualized as lesson preparation, instruction delivery,
individualized learning, and evaluation of learning.
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Fig 1: Conceptual Framework of the Study
Source: Archibong, I. A.& Effiom, D. O. (2009). ICT in University Education.
Constraints to the
Application
Application of ICT
Lesson
Preparation
Individualised
Learning
Evaluation
of Learning
Instructions
Delivery
• Limited space to illustrate
concepts
• Computer breakdown
• Lack of technical skills
• Inconsistent internet
connectivity
• Unsteady power supply
• Low maintenance rate
• Breakdown of supporting
facilities
• Time for preparation of
slides, etc.
• Preparing exercise sheets
• Preparing lesson note and
plan
• Downloading or updating
lecture materials
• Preparing multimedia
presentation
• Preparing lesson slides
• Printing out materials
• Surfing for learning
experience
• Locating teaching methods
• Preparing questions
• PowerPoint
• Data projector
• Computer
• CD-ROM
• Flash Drive
• Multimedia
• Interactive Media
• Smartboard
• Electronic
Whiteboard
• Modem
• Satellites
• Sending e-mail
• Creating desktop
publishing
• Playing games
• Reading online
news
• Uploading and
downloading files
• Storing
• Processing
document
• Posting quiz,
assignment, project,
examination, via
internet
• Marking
• Sending feedback
• Computation of
results
• Recording of grades
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Application of ICT in Lesson Preparation
A key aspect of effective teaching is having a prepared lesson plan for what will
happen in the classroom. Creating such a plan involves setting realistic goals, deciding how
to incorporate course textbooks and other required materials and developing activities that
will promote learning. In teaching, more time is spent in preparing any good lesson than
presentation. Lesson preparation is all about selection of appropriate and effective learning
activities. Therefore, teachers have a view of the content, the objectives, and the learning
experiences he or she will offer to the learners. They also look at the resources available and
choose the one suitable for the particular topic for the teaching. To this end, Volman and
VanEck (2001) posited that in preparing any lesson to be taught to the students, the teacher
refer to the course of study for the lists of topics to be covered, the course content, objectives
of the lesson, students activities, equipment and materials. Volman et al. explained that lesson
preparation ensures that the teacher takes time to reflect his mind about the topic of the
lesson, how he will present it and the resources needed to make the presentation a success. He
consulted different reference materials, such as textbooks, journals, newspapers, magazine, in
the library for preparing the lesson.
In today’s information and communication technology age, the new way of preparing
lesson has emerged. ICT have been applied by teachers in lesson planning and in preparing
handouts or exercise sheets and lesson note. Such ICT include computer, radio, television,
overhead projectors, optical fibres, fax machines, CD-ROM, Skype, electronic notice board,
slides, digital multimedia, video/VCD machine. It has been used for searching topics and also
in preparing direct instruction in the classroom (Roblyer & Edwards, 2000). According to
them, some software used by teachers in lesson preparation includes; Microsoft Word,
PowerPoint, Internet for searching information and locating teaching materials. Microsoft
Word is used in preparing lesson note or plan which eliminates the paper presentation.
Teachers processed their lesson note or plan through computer. They browse for relevance
information or materials necessary for use in different sources in the Internet using computer.
With once the computer is Internet Ready and the environment is Internet access, then the
teacher having the skill and knowledge can access for any materials he or she needs to make
the lesson less boring. Gupfa (2002) in supporting this posited that information virtually in
any lesson can be obtained easily on the Internet. He further maintained that a teacher can
16
have a good browse at magazines, textbooks, newspapers, academic papers, journals,
government document famous, speeches, novels, among others.
According to Ezeadi and Mbanuzue (2007) the extent of applying ICT in lesson
preparation in the school had increase tremendously. Ezeadi et al. maintained that public
school teachers used computers or the Internet at school to gather information for planning
lessons, keeping records, accessing research and best practices for teaching, preparing
multimedia presentations for class, and accessing model lesson plans. In addition to using
computers or the Internet at school for preparatory and administrative tasks, teachers with
computers available at home may use it for such purposes. Computers at school or home will
enable the teacher to create instructional materials, gather information, prepared multimedia
presentations for class, and accessed model lesson plans. Onyejemezi (1991) maintained that
meaningful learning takes place when the learners is fully involved in the process through the
use of well prepared and presented instructional media. Therefore, using computer for lesson
preparation enable the teacher to record and retrieve the information anytime and anywhere
once the computer is available. The information can be stored and transferred in ICT devices,
such as disc drive, flash drive, diskette, MP3, MP4 among others.
Tanner (2003) in supporting the view said that computer is the origin and the main
component of information and communication technology (ICT). He further stated that other
computer components will be meaningless without the computer. The replacement of
overhead projectors which were used in the past to data projector is as a result of computer.
Data projector is indispensable in computer based methods or methods were education
documents prepared with computers are used as supporting documents. Blackboard that has
been used in the schools for years has been replaced by smart board, books and notebooks
have been replaced by flash discs, overhead projectors have been replaced by data projectors,
and text-based assignments have been replaced by presentations and slide shows. Therefore,
in preparing material or lesson for delivery through a computer, the teacher must be away that
the learner will be reading materials off a computer monitor, as opposed to a textbook. Also,
audio and video material is limited due to bandwidth and storage capabilities. On the other
hand, graphics, illustrations and animations can be used more effectively than in other media.
According to Adebayo and Adagundo (2001), lecturers use computers in the cyber
café to access World Wide Web (WWW) facilities in Internet to browse or surf websites of
17
authors or other institutions abroad for learning experience in preparing lectures. They
pointed out that lecturers of higher institutions use Internet-ready-computer to access the file
transfer protocol (FTP) to download or update lecture materials such as textbooks, handouts,
articles. Daniel (1999) pointed out that with computer lecturers have unprecedented
opportunities to access document that will help them solve problems and answers questions
in the class. Anne and Steward (2003) noted that with Internet-ready-computers, much more
cheaper and up-to-date information available on the Net can be obtained and use for
preparing any lesson.
Frank, Raschke, Wood and Yang (2001), opined that, in preparing any lesson to be
taught to students, the teachers use computer to obtain lesson materials, obtained original
source at anytime of the day and night; prepare slides using Microsoft PowerPoint. In the
same view, AAU (2003) summarizes the relevance of computer networking in preparing
lesson as follows:
(a) It enables teachers to collect academic information available on the Net
(b) It improve access to remote resources for preparing any lesson in any area
(c) It gives teachers the opportunity to surf the Net for manipulative aid such as
specimens, models, experiments, simulators, and learning kits.
(d) It enables teachers to locate, interchange and disseminate data or information for
preparing any lesson.
(e) It enables teachers to obtain varieties of printed materials such as textbooks,
workbooks, standard books, magazines, journals.
(f) Teachers use computer to design a structured learning experience
(g) Computer gives the teachers an opportunity to obtain variety of audio-visual materials
such as pictures, posters, films, transparencies, video tapes
(h) It enables teachers to reach out to relevant and suitable resources for a given topic and
subject available on the Net.
Turner (2008) maintained that computers are used by teacher and lecturers to produce
letters, worksheets, puzzles, problem sets, handouts, bulletin board materials, lesson plans,
tests, forms, newsletters, calendars, reports, certificates, graphic organizers, and seat charts.
They also used it to collect data such as electronic grade book, attendance, students
information and mail merge. Computer is also used as information board such as
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announcements, reminders, class introductions, slide shows. Lecturers used computers in
preparing lesson presentation with Microsoft PowerPoint program. In view of the
infrastructural challenges facing educational system, ICT use, especially computers and
internet, was introduced to increase access and to improve the relevance of education.
ICT have been used by lecturers to create electronic libraries and catalogues to
enhance academic research work. The internet allows cost –effective information delivery
services, collaborative and distance education, more than has ever been imagined
(Amenyedzi, Lartey & Dzomeku, 2011). The internet has myriad websites to help teachers
develop or improve lesson plans, exchange ideas, obtain information, and find free
animations and simulations to enliven their lessons. According to Awotua-Efebo (1999),
most Internet-based collaborative learning projects include teacher support and training, and
conference proceedings are published regularly on the web. Chat rooms or forums may
become a laboratory for new ideas. Online study resources can also provide interactive tools
for teachers to access feedback from students. Computer-based assignments are an effective
way of ascertaining students’ understanding of concepts. Students also learn more quickly,
demonstrate greater retention, and are better motivated to learn when they work with
computers (Koert, 2000).
Teachers use computers to write lesson plans, prepare materials for teaching, record
and calculate student grades, and communicate with other teachers. As such, computers have
become a routine tool for helping teachers accomplish their professional work (Becker,
Ravitz, & Wong, 1999). Robinson (2001) maintained that the new technologies have
provided new and speedy ways of constructing the delivery lesson to students and new kind
of education resources. He posited that students engage with information use, they acquire
particular ways of seeing, some of which may be more powerful, or more appropriate, than
others. He further that teachers can design learning strategies which reveal these ways of
seeing, and facilitate the acquisition of those which are more helpful to the context through
the use of computer in preparing lesson. Therefore, in preparing materials for delivery
through a computer, Kurtus (2000) warn that the teachers must realize that the learners will
be reading material off a computer monitor, as opposed to a textbook.
ICT application in schools according to British Educational Communications and
Technology Agency, BECTA (2004) assist in reducing teachers’ workloads through its use
19
for lesson preparation and worksheet, writing students’ report and individual education plan,
collating and analysing students’ attainment information for target setting; recording and
analysing attendance and disciplinary information, and maintaining link between the school
and parent to ensure parental involvement in school activities. Yusuf (2007) maintained that
ICT in schools can be used in getting necessary instructional content of subjects, and
collaboration can be ensured with teachers globally. In addition, teachers can also have up to
date knowledge of a subject area.
Application of ICT in Instruction Delivery
Instruction delivery over ICT is an exciting new method in Nigerian education
system. Instruction delivery is the interaction of prepared lesson with the students in the
classroom or laboratory by the teacher. It is the core of every lesson planned or prepared by
the instructor, facilitator or teacher. No plan will teach itself no matter how magnificent it
looks on paper. Instruction delivery is what makes the lesson exciting and interesting. Using
computer for instruction delivery is as a result of revolutionalisation of ICT and its impact on
education.
In planning, lecturers is saddled with the responsibilities of structuring the course
content to achieve the educational aims for a particular level of instruction as well as set the
instructional objectives with the purpose of developing students’ best qualities. Planning also
involves selecting appropriate teaching methods and techniques suitable for each lesson;
identifying and selecting instructional equipment, tools and assembling consumable supplies
for instructional purposes and involving students in developing and preparing instruction
materials so that lessons will be meaningful and interesting to all the students. The task of the
computer teacher will be deciding before hand, the procedure and methods to be used for
evaluation. Knowledge of the subject matter and planning alone can not ensure effectiveness
in teaching, therefore, a teacher should employ approaches and teaching activities that will
help him or her achieve the desired objective. The teachers should guide, direct and supervise
activities to create a classroom atmosphere conducive to learning not just a supplier of
knowledge.
The teacher should make instruction as stimulating as possible, to encourage each
student on what to learn. This will go a long way towards alleviating fatigue and boredom
and thereby increase the interest and understanding of the students in the classroom. Effective
20
teaching is dependent upon a clear understanding of what is taught. There are a vast array of
instructional equipment, tools, and materials. Equipment, tools and materials should be used
to supplement written and spoken words, printed works may be naturally useful but there are
certain concepts which cannot be transmitted clearly without equipment, tools and materials
(Lee, 2002). It is the responsibility of the teachers to select and use relevant equipment and
tools. The teacher should realize that they are not end in themselves but their main function is
to contribute to instruction and learning.
Anne and Stewart (2003) posited that the growing of ICT as an instructional media is
changing many of the strategies employed by lecturers in instruction delivery. ICT is a
fulfillment of a predicted era. Thus, Gbobamyi (1999) contended that many education
authorities in most advanced countries had predicted that computer would pave the way for a
new era in education, in which teaching processing and methodology would enhance the
dreams of individualized instruction. Computer Assisted Instruction (CAI) is the term used to
describe the used of computer to provide instructions directly to students by simulating
teaching and learning situations (Abimbola, 1988). Computer offers several instruction
opportunities in the classroom in the areas of drill and practice, simulations, tutorials,
animations, demonstrations, data collection and analysis and games.
According to Mahammed (2004), the greatest strength of computer as it is reflected to
teacher education is that it enables the teacher to reach out to large number of students when
connected to the Network. Afolabi (2001) opined that with the use of computer with modem,
teachers have access on e-mail list server which provides a form of a tutorial group
discussion to complement lecture presentation. As noted by Daniel (1999), computer enables
teachers to deliver their instructions to students at anytime and place without geographical
bounds on the Net. Bassey (2003) contend that Internet which is interconnection of many
computers provide teachers with learning experiences that are packaged and deliver to
students on the Net. The author maintained that through Internet teachers can disseminate
learning materials to their students at anytime of the day without geographical barrier on the
Net.
Ezamma (2007) stated that many instructors use computer to give learners a role play
scenario, send them off to work in pairs, visit the pairs to coach them and answer questions,
and then bring everyone back for a group discussion. It is a virtual equivalent of “turn to the
21
person next to you and take the role of….” As noted by Umar (2003), many instructors use
computer to access web conferencing streaming, video narrated PowerPoint presentations and
facilitated discussions. Computer enables teachers to deliver a lesson entirely for online over
several days or weeks. Umar maintained that teachers use computer to deliver and create
resources online to learners.
Olorundare (2008) opined that the use of ICT has prepared individuals and society to
benefit from ICT that increasingly permeate all realms of life. He further that computer as a
tool for instruction delivery has improved the quality of teaching, learning and management
in schools and so help raise standards for more equitable and pluralistic development in
education. He maintained that based on the training of teachers’ programmes on the basis of
ICT, the usage of computers, the basic techniques of the internet, the usage of ICT in
teaching, the application of computer for instruction delivery has become increasingly
practice in the school.
Research consensus has holds that the most effective uses of ICT are those in which
the teacher, aided by ICT can challenge pupils’ understanding and thinking, either through
whole-class discussions and individual/small group work using ICT. Naturally, the
installation of information technology laboratories and the school provision with the technical
elements of ICT is a primary condition, in order to make use of these technologies during the
teaching process. They are electronic technologies used by teachers for accessing, processing,
gathering, manipulating and presenting or communicating information. It encompasses
software, hardware, and even the connectivity including computer and Internet (Anderson &
Baskin, 2002). Yusuf (2007) maintained that when ICT are employed in education, given the
right condition for instruction delivery, it can accelerate, enrich, and deepen basic skills in
reading, writing, mathematics and the sciences, and they can motivate and engage students to
learn as they become more independent and responsible for their learning. He further stated
that, ICT help to relate academics to the practices of today’s work. Information and
communication technologies, especially network technologies have been found to encourage
active learning, support innovative teaching, reduce the isolation of teachers, and encourage
teachers and students to become active researchers and learners.
Anderson (2004) asserted that there are several global gateways of on-line resources
to support teachers’ development. These include: ICT in Education, developed by UNESCO,
22
Paris; Education Network of Australia, developed by Education Institute, Adelaide; Institute
of Education Technologies in Education, developed by UNESCO, Moscow; and so on. These
portals provide opportunities for teachers and users to ask questions, post materials, and
submit assignments.
Also, ICT shift focus from teacher-centred to student-centred learning, where learners
are active participants in the learning process, produces and share knowledge, and participate
and learn in collaboration with others. Thus, teachers become learning facilitator,
collaborator, coach, mentor, knowledge navigator, and co-learner and not a dispenser of
knowledge (Yusuf, 2007). He maintained that ICT are multi-media for instructional delivery.
Instructional contents are delivered by teachers in textual, audio, visual, and audio-visual
forms. Thus, ensuring equity for all categories of learners (disabled, geographically
disadvantaged, those who cannot attend regular school).
In an instructor-led, lecture-based classroom, students frequently do not have the
opportunity to ask questions or engage in discussion that would allow them to reflect on and
refine their understanding of the material being presented (Laurillard, 2002). Under such
circumstances, technology is often used only as an extension of the blackboard (Redfield &
Whitworth, 2002), or for drill-and-practice and tutorials (Roblyer, 2003). Supporters of
technology implementation have argued that computer technology can be effective in
changing the traditional teacher-centered classroom to a more constructivist student-centered
classroom, through the introduction of interactive and dynamic computer applications
(Jonassen & Reeves, 1996).
Within the constructivist, learner-centered framework, positive learning experiences
would include feelings of effective interactions with the instructor and other students where
the learner felt that he or she was in control of their own learning. Positive learning
experiences are facilitated through increased opportunities for active participation and
increased access to learning resources (Janassen & Reeves, 1996).
Students need to develop effective learning strategies in order to promote life-long
learning. Learners use a variety of strategies to learn material. More effective strategies
include the use of synthesis and/or evaluation techniques where the learner can relate ideas to
previous knowledge, critically evaluate material, and be more active and aware of their
learning (Entwistle, 1994). These effective strategies may be enhanced when technology is
23
well integrated into courses. Using computer for instruction delivery, instructors should focus
on creating learning environments that make learning possible. Instructional techniques might
include the type of learning materials that are made available to the learner, the type of
discourse that occurs inside and outside the class, and collaborative versus individual
assignments. It is important for the learner to be able to set their own learning goals
(Zimmerman, 1994). ‘‘It is the teacher’s responsibility to create the conditions in which
understanding is possible, and the student’s responsibility to take advantage of that’’
(Laurillard, 2002).
A study by Shuell and Farber (2001) raised the question of how student perceptions of
technology implementation affect learning. Their results indicated that students view
technology as beneficial in facilitating learning, as well as increasing motivation to learn.
They also found, however, that when technology was considered static, such as when used in
simple presentations, it was not perceived as valuable. In contrast, technology that was
considered dynamic, such as when used for participating in online discussions, there was a
perception of its value.
Students are generally very positive about the use of technology in their classes when:
its use is perceived as improving student learning; computer skills are perceived as beneficial
to future careers (Shuell & Farber, 2001); or generally its use has a value-added component
(Harris, 1999). ICT significantly improve students’ problem-solving skills, provide
opportunities for student-constructed learning, increase students’ collaboration on projects,
increase mastery of vocational and workforce skills, increase the preparation of students for
most careers and vocations, and improve confidence and attitude of students (Yusuf, 2007). It
must be underscored that the best predictors for achievement gain in the use of computer
were prior positive attitudes towards the technology by teachers and students, consistent
access to the technologies, and teacher training in the technology, among others (Maldonado,
2000).
Milken Exchange on Education Technology (1999) contended that lecturers use
microcomputer as an instructional delivery system. According to Miken, the most frequent
uses of microcomputers by lecturers as an instructional delivery system included tutorials,
drill and practice, simulations, testing/ evaluation, and word processing. Other uses included
databases, statistical analysis, computer programming, interactive videotape, electronic
24
spreadsheets, or interactive videodiscs were also used for instruction. Other teachers reported
that microcomputer has been used as instructional delivery system in nursing education
programs for clinical topics, medical terminology, literature searches, statistical analysis,
anatomy/physiology, nursing leadership, community health, and pathology. The report from
others teacher according to Miken states that they used microcomputers to teach calculations,
clinical decision-making, adult nursing, maternity nursing, mental health nursing, nursing
process, and clinical topics. In the same view, Bolwell and Thomas (2006) supported that the
availability and use of microcomputers as tools to support and deliver instruction in Southern
College-based nursing programs has increased drastically to support learning activities, that
is, word processing, student data records, test construction, or test scoring.
In a traditional classroom, information is exchanged between the teacher and students,
students and other students, and students to the teacher. Sights and sounds are used for
exchanging the information. Communication is either direct between the teacher and students
or mediated using various media such as overhead project transparencies, video and audio
tapes (Gray, 1995). However, in distance learning information must be exchanged over a
distance. Therefore, telecommunication technology is often employed. Teachers and students
at different locations can no longer see and hear each other face-to-face; instead,
telecommunications media such as video and audio tapes, bulletin boards, email, facsimile,
chat rooms, audio and video conferencing, on-line applications over the Internet, etc., are
now used to facilitate communication. Similarly, information presented by the instructors is
communicated and support services are provided over various telecommunications media to
the distant students. In a virtual higher institution, classrooms, student services and resources
are replicated into electronic lessons, discussions, processes and documents through
asynchronous and synchronous delivery systems, Skype and blogs. He maintained that
asynchronous delivery system makes the students flexible, that is, make students have access
to materials anytime and anyplace; allows the learner the time to think about ideas and check
references; and gives the student the opportunity to integrate ideas being discussed in the
course with workers on the job.
Chapman (2003) maintained that Computer instructional technologies are tools,
techniques, and methodologies utilized to enhance teaching and learning through a
computerized system. According to Venezky (2004), instructional technology concerns using
25
computers, CD-ROMs, interactive media, modems, satellites, teleconferencing, and other
technological means to support learning.
Venezky (2004) asserts that instructional media are gradually finding their ways into
the classroom where modern and versatile teachers are exploiting new ways of transferring
learning to the younger generation through the use of prints, visuals and audios or the various
combinations of these trios which make up all we have in instructional media. Thus
instructional media are the information dissemination devices used in the classroom for easy
transfer of learning. Ajayi (2008) opined that instructional materials creates change and
progress only when the teacher is knowledgeable and knows how to make use of it thus
portraying the professional attributes of the teacher and the general knowledge or his
creativity in selecting, developing and using instructional materials effectively. Effective
communication is the outcome of careful selection of appropriate medium or combination of
media available by an effective teacher. In other word, the success of using teaching aids to
meet the teaching objectives demands effective use and communication skills of the teacher
to satisfy instructional delivery.
Different instructional materials are available to be used in teaching any subject
effectively, but not all topics require the same type and quality of materials. Cobb (2009)
cited in Yusuf (2007) argued that certain instructional methods, while common to multiple
media, are more efficient or potent in one medium than others. For example, in a film studies
course, the effects of background music on viewer mood can be demonstrated much more
effectively using video than via lecture or book. By extension, a flexible medium such as
Web-Based Instruction (WBI) might be more effective if it can utilize multiple instructional
methods given the nature of the learning material. These materials can be purchased, locally
made, or improvised or even imported when necessary for effective instructional delivery.
Adekeye (2008) listed four major categories of instructional materials; visual aid, Audio-
visual aids, auditory aids and printed materials. The criteria for classifying instructional
materials or teaching aids include the degree of expertise or technical skills needed for
production, nature of the material, physiological parameter or sensory modality, the place the
material is produced and miscellaneous characteristics. For effective instructional delivery,
instructional materials are summarized under the following categories: Projected and
electronic materials, Non-projected materials, and Phenomenal and manipulative materials.
26
Projected and electronic materials are forms of media which could be visual, audio
and audio-visual in nature that requires projection and electricity in their use for teaching and
learning situation with computer. This can be categorized into tape recorders or recording,
radio, slide projectors, overhead projectors, Episcope video cassette/video disc machine and
computer instructional system. The computer has been found to be the most suitable and
versatile medium for individualized learning because of its immerse capacity as a data
processor used for different games by children. Nwoji (2002) acknowledge three broad ways
by which computer contributes to teaching and learning situation, these are mass instruction,
individualized information and group learning. More so, the computer technology has made it
possible for teachers and students to avail themselves of interest facilities where they can
obtain needed information.
Anyanwu (2003) asserted that non-projected materials are those materials that do not
require any form of projection before they can be utilized. They include chalkboard or board
flip chart, specimen, model, textual and non textual materials. Textual materials are the print
materials such as textbooks, journals, periodicals, newspaper among others while the
nontextual materials include charts, chalkboards, films, videotapes, audiotapes, realia,
festivals and games.
Iwu, Onoja, and Nzewuihe (2003) contended that computers are used to explain
points, create reality and supply events, encourage active participation, saves the teachers
time, enables students to visualize or experience something, facilitate different learning
styles, arouse learners interest, provides meaningful and useful sources of information to
teachers and learners, development of continuity of reasoning and coherence of thoughts,
reduces verbalism or repetition of words, promotes closer and effective communication
between the teacher and the learners.
Application of ICT in Individualized Learning
Individualized learning is a new educational technology. It is based on well designed
computer-based courseware that allows students or individual to teach themselves. Learning
is a core process of higher institutions. According to Farrant (1980), learning is relatively
permanent influence in behaviour, knowledge and thinking skill that come about through
experience. Knowledge is a major asset and product of the society, upon which continued
economic well being and social development depend on. In today’s e-education, learning
27
strategies have changed. Individuals can decide on what to learn, when to learn, where to
learn and how to learn.
According to Ezemma (2007) a new technology has been introduce in today’s e-
education to facilitate the process of learning. This agrees with Ozoji (2003) who contended
that education for new emerging society requires ICT tool to facilities self-learning
(individualized learning). The most popularly used of ICT tool in education is computer. To
buttress this fact, Afolabi (2001) postulated that computer as an ICT tool emerged as a source
of learning which is supported by software. It is often regarded as a virtual classroom because
it allows for individualized learning.
Information and communication technology as tools within the school environment
include applied in school administration and management, teaching and learning of ICT
related skills for enhancing the presentation of classroom work, teaching and learning
repetitive tasks, teaching and learning intellectual, thinking and problem solving skills,
stimulating creativity and imagination; for research by teachers and students, and as
communication tool by teachers and students (Moursund & Bielefeldt, 1999).
Milken Exchange on Education Technology (1999) identified three major ways of
using ICT for individualized learning. These are ICT assisted learning, technology as a tool
and computer and information science. Information Technology assisted learning was divided
into (i) computer-assisted learning, which is the interaction between a student and a computer
system designed to help the students learn (drill and practice, tutorials, simulations and
virtual realities), (ii) Computer assisted research implies where ICT is used as an aid to doing
library and empirical research. This is enhanced through the growth of World Wide Web
which has created virtual library that can only be accessed by the technologically literate, (iii)
Distance learning, which is the use of telecommunications, designed to facilitate students'
learning through e-mail, interactive web sites and two-way audio/video teleconferencing.
Moursund and Bielefeldt (1999) maintained that ICT are computer based tools used
by people to work with information and communication processing needs of an organization.
Its covers computer hardware and software, the network, and other digital devices like video,
audio, camera, and so on, which convert information (text, sound, motion, etc,) into digital
form. Successful Application of ICT in the school system depends largely on the competence
and on the attitude of teachers towards the role of modern technologies in teaching and
28
learning. Thus, experienced teachers, newly qualified, and student-teachers need to be
confident in using ICT effectively in their teaching (Kyriakidou, Chrisostomou, & Bank,
2000).
Therefore, technology as a tool involves the use of a large array of hardware and
software: word processors, graphic packages; digital camera, presentation applications,
databases, and spreadsheet, among others. These hardware and software do not have limited
educational purpose, but they are designed to help people extend their abilities to do work.
Digital science probes, for instance, are more specialised, Computer and information science
deal with speciality in computer as an area of study for students with particular interests in
technology. Information and Communication Technology (ICT) should be used as a
pedagogically powerful tool for the construction and modelling of knowledge.
Information and communication technologies offer several opportunities in education.
First, they can be used as a means of preparing the current generation of students for future
work place, that is, providing tools for tomorrow's practices. This is underscored in the
foreword of the Milken Exchange on Education Technology Commissioned Report (1999).
The report noted inter alia "Today's students live in a global knowledge based age, and they
deserve teachers whose practice embraces the best that technology can bring to learning".
However, through teachers' use of technology (ICT) students can be given the opportunities
of becoming a part of the knowledge age and skills imparted to the young people in an
increasingly complex world. Lecturers will need to use ICT in order to equip tomorrow's
employees and customers with the requisite competence and knowledge to use ICT within
their work (Davis & Tearle, 1999).
Second, ICT can make the school more efficient or more productive, engendering
variety of tools to support and facilitate teacher's professional activities. Finally, ICT are seen
as means to reform and innovate teaching, that is, to stimulate learners to learn actively and
independently in a self directed way and/or in collaboration with others (Kirschner &
Woperies, 2003). It can be deduced that ICT can be used to enhance learning and teaching
within a university system.
Collis and Moonen (2001) made a distinction in literature between learning about ICT
and learning with ICT and through ICT. These distinctions are important if lecturers are to
integrate ICT in their instructional delivery process. The first stage of ICT application in
29
school is teaching about ICT which is called topicality, that is, ICT is the topic. A higher
level to development is teaching with ICT or through ICT, that is, the presentation and
distribution of instructional content through web environment (e-teaching) or systems
offering an integrated range of tools (stand-alone computer instruction, CD ROM, among
others) to support learning and communication. This can be achieved through individualized
learning.
In using ICT, new lecturers learn to use variety of software, particularly, software that
have specific application in various disciplines. For instance, apart from word processing,
data processing, spreadsheet, and so on, that are important for all lecturers, lecturers in the
social sciences, statistics, education, among others, should be able to use statistical packages
(e.g. SPSS) to enhance their output.
Also, lecturers need to be competent in the use of design packages (e.g. AutoCAD). In
the delivery of instruction, computer LCD display projector becomes relevant because the
popularity of computer to generate presentation is growing daily. There is the need for new
lecturers to get prepared for professional presentation ahead of time.
Fundamental skills via self-learning can be possess by learning how to managing
electronic files, using computerized databases and spreadsheets, sending and receiving e-mail
messages, and creating documents with graphics. These skills are prerequisites for more
advanced skills, such as accessing online resources, creating desktop publishing documents,
developing multimedia presentations, selecting and customizing instructional software to fit
students' needs, streamlining record-keeping and other administrative procedures with
electronic tools, and observing the correct protocols in sharing intellectual property. All these
skills can be possessed by the teachers and students through continuous used of computer for
self-learning. According to Haddad (2003) lecturers used computer to perform respective
computing tasks on their own, such task include; conducting entertaining activities, e.g.
playing computer games; reading online newspapers; searching information on the Internet;
browsing for electronic books; using to store/retrieve digital resource (that is, uploading and
downloading files); using e-learning platform to conduct learning activities (revisiting lesson
presentation documents). Therefore, individual learning is the ability of individuals to
experience personal growth in their interaction with the world around them.
30
Application of ICT in Evaluation of Learning
Information and Communication Technology programme is made up of theoretical
and practical components. The theoretical aspects, include organized form, knowledge of the
subject matter, while the practical aspects essentially impart, skills which allow more of
muscular dexterity and coordination of the mind and muscles.
The major implementer and evaluators of ICT instructions are the teachers. They
provide appropriate environment and instruction which enable learners acquire the desired
ICT knowledge and skills. In order to achieve the objectives of ICT integration in schools,
there is need in apply ICT in evaluation of learning by teachers/lecturers. One of the uses of
ICT in school is evaluation of learning.
Evaluation of learning is a difficult but extremely important part of developing
courses and teaching methods. It is without doubt of interest to every teacher. The motivating
effect is obvious. Evaluation is equally or even more than what it is to a teacher, it is to a
student to evaluate and measure their progress. Evaluation implies gathering evidence about
student behaviour as a means of determining the extent to which the student is progressing
towards potential goals (Asuquo, 2005). Evaluation helps to show how educational outcomes
are achieved through instruction and whether they have been achieved or not. Lee (2002)
remarked that no matter how elaborate a programme or how enthusiastic the staff may be,
unless teaching methods result in improved learning, success has not been achieved. It is
therefore necessary for the lecturers or teachers to determine to what extent objectives have
been realized and the changes in behaviour that have taken place in the students through the
process of evaluation.
Evaluating students’ performance applying ICT helps the teacher to understand each
individual student’s needs, interest and abilities. And evaluating the quality of teacher
instruction will help the teacher know how well he or she has taught the lessons and this will
also help to evaluate teaching methods used in the classroom or laboratory. According to
Okoro (1993) teachers should always evaluate their quality of instruction in order to
determine whether the objectives were met, and to improve his or her instructional methods if
necessary.
According to Osuala (2009) evaluation is a measure of the degree to which the student
has achieved the objectives of the training and instruction. He further that the purpose of
31
evaluation is to determine whether or not the student is competent in the occupation, to verify
that the learning experiences were effective in developing occupational capabilities and
competencies, and to identify areas of strengths and weaknesses in order to plan further
instruction.
Evaluation, according to Okoro (2006) is the appraisal of the worth or value of a thing
or action and the making of appropriate decision on the basis of such appraisal. It involves
making assessment of the quality of an educational programme by interpreting the data
collected. Evaluation is important to determine the effectiveness of the process of teaching
and learning and development in order to plan wisely for the next step(s) of interaction.
For teacher to know how for students are learning, students evaluation becomes an
important component of the teaching/learning process. And the main purposes of evaluation
are to facilitate student learning and to improve instruction. Information about the student
progress assists teachers in planning or modifying their instructional programmes and assists
students in identifying personal learning goals. Fakeye (2010) contended that evaluation has a
strong influence on teaching and learning. He maintained that evaluation provides a
framework for instructional planning. He went further to say that if evaluation is used
appropriately, it can promote learning, build confidence and develop students’ understanding
of themselves and their abilities. Therefore, regular classroom evaluation is necessary for the
learner to realize his/her future dreams as it would enable the teacher to identify and plan
remedial actions for the weak points or areas in the teaching and learning processes.
According to Fakeye (2010), evaluation includes not only the process of determining
what actual educational outcomes are and of comparing them with the expected outcomes,
but it involves judgements about the nature and desirability of any demonstrated changes.
Judgements of this kind obviously bear directly on educational objectives, but they cannot be
made until some assessment has been carried out. Assessment is a preliminary phase in the
evaluation process in which various techniques are used to gather information about students’
growth and development. Hence evaluation refers to as the decision making which follows
assessment.
Nora and Watt (2001) maintained that ICT can be applied in assessment purposes at
various levels ranging from the management of the assessment information to a fully
automated assessment system. In Applying ICT in management, assessment information can
32
enable information to be presented in different ways to meet the needs of different audiences
(such as teachers, students, course organisers and external examiners). Not only the quality of
presentation of reports but more importantly the range and scope of their content can be
improved by utilising ICT for this purpose. At the other extreme, in a fully automated
assessment system all aspects of the system from the assessment which the student completes
to the processing and administration of the marks, including the overall management of
assessment information, is computer-based. Nora and Watt (2002) furthered that the
advantages of applying ICT for assessment is that more frequent formative and summative
assessment are possible; teachers can be alerted sooner to adapt their teaching; they can
spend less time in marking; self-assessment are necessary in the student's own time, at their
own pace, when they are ready; its increases student confidence; and that students like rapid
results which know other method of assessment can offer accept computer-based assessment.
According to Mohammed (2004), ICT is rapidly changing the methods and scope of
evaluation. As it is contended by Gibobaniye (1991), that many educational authorities in
most technologically advanced nations had predicted that computer would pave way for a
new era education which evaluation process would enhance the dreams of chaotic system of
administering questions to students and reporting students performance restored to order.
Corner (2002) postulated that both students and educators in different institutions or part of
the globe uses computer with internet to access e-mail services which could be used to route
assignment to students, submit completed assignment to teachers and make enquiries and
receive responses for teaching and learning.
Afolabi (2001) posited that there is growing interest and increasing practical
experience in the use of ICT in delivery objective tests. Objective testing is often taken to
imply the use of multiple choice questions (MCQs). Objective tests can incorporate a wide
range of question styles in addition to standard multiple choice questions; for example
multiple response, word entry, number entry, gap fill and free-format where student entry is
compared to a correct solution using a keyword search. Objective tests, and MCQs according
to Afolabi (2001) in particular, are generally considered to be an efficient method of testing
factual knowledge, enabling a wide syllabus to be examined in a relatively short time. He
affirmed that institution or examination bodies like West African Examination Council
(WAEC), National Examination Council (NECO), Joint Admission and Matriculation Board
33
(JAMB) etc from different parts of the globe applied ICT in assessing and evaluating
students’ performance in their examinations. Nora and Watt (2001) warn that it is important
for academic staff to be aware of the limitations of objective tests (especially MCQs),
particularly in their inability to indicate higher level and process skills. Objective tests can be
used for both formative and summative assessments, and a variety of scoring systems can be
applied, tailored to the importance of discouraging students from guessing answers.
Nora and Watt (2001) explained the potentialities of applying ICT in delivery
assessment and evaluation. In their words
“… consider the situation where a question has been posed, but the
student is unable to get started. In a traditional setting (for a summative
test) this student would be forced to omit this question and try another. In
an electronic setting it is possible to include an option to provide a hint for
the student. Most computer based assessment packages can operate in a
choice of modes, perhaps described as tutorial or exam mode. The exact
number of modes available varies from package to package, but four
modes are not uncommon, each offering a different level of detailed
feedback for the student, to assist them in reaching the correct answer, or
explaining why their response was not correct.”
They further that questions can be split up into several stages, and marks can be
awarded at interim stages before a final answer is determined. Marks can be deducted if hints
have been provided. For students who have made a slip, the computer can identify an error
and offer the possibility of going back, correcting an interim answer and hence enabling the
student to successfully reach the final stages of a question.
BECTA (2008) maintained that feedback from students indicates that the opportunity
to work through questions is often considered to be very helpful in identifying areas of
weakness in their knowledge, or in developing a confidence in their understanding of a
subject. Computerised delivery from a bank of questions or of randomly generated problems,
supported by automated marking and feedback to the student is a flexible and efficient
method of providing formative assessment, particularly where factual knowledge is an
important component of the course.
Nora and Watt (2002) asserted that the most immediately obvious and most easily
accessible use of technology to assist the assessment process is in the recording, analysis,
general storage and management of results. A wide range of spreadsheets, statistical packages
and database packages help in performing this task (e.g. Excel, Lotus 1-2-3, Database, SPSS,
34
Minitab, Access), into which it is easy to enter data manually if results are not already in
electronic form, though enormous care must be taken to avoid transcription errors when
generating the data files. Most of these packages readily accept the transfer of electronically
stored data from other applications, aiding data acquisition and increasing the potential data
analysis that can be carried out.
BECTA (2008) affirmed that results from several assessments, courses or modules
can be collated quickly, easily and accurately for discussion at examination boards, and the
volume of paper required for long term storage can be dramatically reduced. Further, any
trends within the data can be fully explored, which in turn provides valuable feedback for the
academic team. It is sometimes useful to record data other than how many right answers the
student is able to achieve, particularly when the assessment is formative.
The use of interim stages in a problem to provide feedback and guidance to students
has already been mentioned. Some computer based assessment packages record all the
interim responses from the students into a file, which is available to the tutor for diagnostic
purposes, if required. Other packages require students to log on before using a package, so
that frequency of usage of the package can be monitored. Another practice is to record the
length of time which students are logged-on to the system. This can be helpful in identifying
students who achieve high scores, but only when they have a lot of time to do so, compared
with students who may score less highly, but who spend very little time on the test.
As outlined above other information relating to the path a student followed through a
package, the frequency of usage and the time taken to complete sections can be stored.
Although this can provide teachers with useful information it can often cause concern to
students if they have had to enter identifying information before accessing the package. Some
students are anxious about the use to which such information will be put. However if students
are informed when given operating instructions for the package of the use to which
information will be put then this anxiety is usually alleviated and students will feel happier
and more motivated to use the software particularly for formative assessment purposes.
The use of electronic methods to store and manipulate data becomes pointless if the
integrity of the data cannot be guaranteed. The manual entry of marks is particularly
susceptible to error, time consuming and costly to check thoroughly. The application of data
capture devices, such as an Optical Mark Reader (OMR) connected to a computer, can vastly
35
reduce input errors, particularly the problem of number transposition on data entry, e.g.
typing 45 instead of 54.
Standard pre-printed OMR forms can be a cost-effective way of collecting student
responses to questions. A pencil or pen mark is made on the form by the student to indicate
each selected response, i.e. their answer to a particular question. No special training is
required for this just some simple instructions re entering responses clearly in the designated
check areas. The completed forms can then be scanned by an OMR to detect the presence of a
mark (usually by measuring reflected light levels). The pattern of marks and spaces is
interpreted by the reader, following instructions provided by the operator, and is stored in a
data record and sent to your computer file for storage. Thus large quantities of information
can be entered onto your computer without the need to use a keyboard. Hence increasing
accuracy and saving time.
One example of the use of these is for students to record their answers on the pre-
printed OMR response sheets although the test has been presented in the form of MCQs on
paper. Software packages are available which allow you to design and print customised
forms using a personal computer and a laser printer. An additional feature used in some HE
institutions is to allocate an individual bar-code to each student which can be attached to their
form. This can be read by the OMR thus decreasing the chance of mistaken identity due to
students incorrectly entering their personal identification number, e.g. due to transposing
characters or checking the wrong boxes when entering their matriculation number.
Once the student answers have been stored for a test, the responses can not only be
scored but can be analysed in a number of different ways, e.g. by individual question, groups
of questions, all questions. Thus a variety of reports can be produced such as: the results of
individual students; the results of groups of students including the mean, median and modal
scores; graphs of results; analysis of each question including its reliability, facility value and
discrimination factor.
In another development, Naro and Watt opined that one obstacle which can prevent
teachers/lecturers from utilising technological solutions to administer student assessment is
the worry of security. Alter (1996) suggested ways to put the teachers/lecturers mind at rest
on some of the issues which may concern them.
36
Alter (1996) states that when considering delivering assessment on computer, it is
possible to protect the file containing the test by password it, and also to disallow access until
after a particular date. To overcome the possibility of students copying from each other's
visual display screens, the possible responses to each test question can be displayed in a
different order. Also databanks of questions can be used which means that each student is
sitting a comparable but not identical test. There is of course the problem of obtaining access
to sufficient equipment to deliver a test to all students in a class at the same time. This does
require careful preplanning to book the facilities and to ensure that the test is available on all
the machines simultaneously. Usually this means that additional support staff, such as
computer suite managers, will be involved in assisting the course teaching staff in organising
the delivery of the test.
Ensuring that the person completing an assessment is who she says they are
(authentication) is an issue in all examinations and is not a security issue specific to computer
based assessment. However, in a computer environment impersonation may be perceived as a
greater risk. The most obvious way to control this issue is to set summative assessments in
exam conditions, checking identities against matriculation cards etc. and checking these
against the candidates computer log-on information. Authentication of remotely sat
examinations is likely to remain a problem - as it is with paper based assessments.
Sometimes due to class size and the availability of equipment it is not possible to
arrange for all the students to sit the test simultaneously. One solution to this problem which
has been successfully used is to divide the class into two sections. The second section sits the
test immediately after the first. In order to eliminate any possible transfer of answers from
students in section one to section two, the first group leaves the computer cluster by a
different route than that taken by the second group to enter, e.g. via the fire-escape door
rather than the main entrance. However students themselves are self-motivated not to transfer
any information to their peers as it may disadvantage their own showing in a test.
Plagiarism should present no greater problem in an electronic environment than in a
more traditional context. However, the "cut and paste" facility of word processors and
information retrieval systems may tempt students to copy sections of text directly into their
work. This is a potential that has to be guarded against in the same way as text manually
copied from other sources - largely though the style and quality of English used. Peer group
37
assessment where each member of the group awards a share of the total marks to their group
collaborators may present another practical guard against plagiarism and could appropriately
be employed in some situations. Students should also be made aware of the law relating to
copyright, especially when they are asked to compile portfolios or other multimedia
presentations.
Storing student marks on a computer file is not necessarily more prone to student
access than traditional means. It is possible to password protect a file to stop unauthorised
access. If the machine on which the file is stored is not networked then any potential
infiltrator would require obtaining access to the room in which the computer is situated as
well as cracking the password. If the file is stored on a floppy disk rather than on the
computer's hard disk then this can be locked in a filing cabinet in the same way as paper-
based marks but will in fact be more secure than the paper-based version as in order to view
the data the person seeking access to it would require to know the name of the file, have
access to appropriate hardware and software and be able to enter the correct password.
There are many other ways in which computers can assist in the assessment process.
A few of these are discussed. Of course, not every example will be applicable in every
subject area or every course. There are a number of examples of Integrated Learning Systems
(ILS), where entire course structures, lecture, practical and assignment schedules and
supplementary resources are held electronically and available for student consultation
whenever needed. The management of assessment schedules is just one small part of an ILS,
and an equivalent benefit is available through the use of other, less holistic tools (British
Educational Communications and Technology Agency, BECTA, 2004).
Electronic mail offers both tutors and students an efficient and straightforward means
of communication. One application is to use e-mail to remind students of impending
deadlines. Even students who are absent when the message is first posted are certain to
receive the message when they next access their mail. Similarly any changes, revisions to the
assignment, or hints can be delivered to all students. Assignments can be submitted
electronically. For distant learners this avoids the need to rely on the speed of postal services,
and for all students the date and time of delivery is automatically attached, so meeting
deadlines can be monitored accurately (Corner, 2002).
38
Anderson (2004) also affirmed that computers are an ideal ICT tool to track
attendance or achievement records, allowing monitoring of trends, for individuals and
cohorts, comparison between years or classes and early identification of problems.
Encouraging or insisting that students word process assignments is now widespread. A
similar strategy is to promote the use of ICT tools (e.g. PowerPoint, Freehand) to support oral
presentations. In both cases students can be encouraged and assisted in the development of a
professional attitude, in addition to academic considerations.
Word processors are invaluable to those with poor spelling or who would produce an
illegible script. If these skills are important, then perhaps use of technology should be
actively discouraged. Insistence on all assignments being word processed may effectively
penalise students who possess fewer keyboard skills, or those who have more difficulty in
gaining access to the necessary equipment. The correct balance must be sought between the
time invested in the appearance of an assignment and the time invested in consideration of its
content; students, particularly early in their courses, may require clarification and assistance
with these issues.
There are a number of collaborative writing tools now available, at least one of which,
Common Space, has been written and designed specifically for educational use. Common
Space could be used by a group of individuals involved in a collaborative creative process,
where each can comment on and revise the ideas of others in the group, or by tutors to give
feedback on early drafts of a document. Comments can be as text or as audio recordings. It
offers a number of features to promote flexibility and adaptability in integrating comments
and revisions from a range of different sources. Similar annotation, comment and revision
marking features are provided in most quality word processing packages (Pelgrum, 2001).
A similar idea is the development of computer based portfolios where students can
create multimedia packages with simple links between different resources. These could be
used for the creation of portfolios where students have gathered a range of resources, such as
graphics, audio and video clips in addition to text and links to relevant pages from the World
Wide Web. Students could also be assessed on their ability to create a relevant and linked
portfolio of World Wide Web resources, which can quite simply be created by writing Web
pages in HTML (hyper text mark-up language), possibly using the conversion and editing
tools provided for several standard word processing packages. The structure of the
39
package/portfolio and relationships between the links included in the materials can be a
reliable indicator of the depth of learning. Electronic portfolios are plausible for a wide range
of academic subject areas, and can be used for group or peer assessments (Awoleye,
Siyanbola, and Oladipo, 2008).
Many students will be expected to use technology in future careers, and perhaps to
compare and contrast the features offered by different packages. Asking students to create a
simple package or portfolios of linked resources, to evaluate each other's products and
produce a critical report on their own can foster a range of transferable skills, and promote a
deeper level of learning. According to Jonah (2007), simulations have been in use for many
years to assess likely performance in hostile environments, particularly, but not exclusively,
as a formative assessment tool. A simulated environment can never be quite like "the real
thing", as assumptions, simplifications and restrictions will have been programmed into any
simulation - creating problems of realism. However, assessment problems associated with
experiments in the real world, which sometimes behaving unpredictably, can be avoided in a
simulated environment.
Simulations can be used to investigate problem solving skills, perhaps allowing the
student to explore a range of options. They provide a range of flexible assessment tools,
suitable for individual or group exercises, under open or closed conditions. In addition to
assessment of the academic content of the simulated environment, they can be used as a tool
in the assessment of group interaction processes. Evaluation helps teachers to develop their
own ability to self-evaluate their own ICT teaching. During the teaching process, teachers
benefit from evaluating and reflecting on how they have achieved their teaching goals.
Constraints to the Application of ICT in Teaching and Learning
There are complaints about the aptitude of teachers. Teachers being unfriendly and
poor handling of computer in delivery of instruction are serious problem. Such problems
could discourage students from studying computer related practical courses. Eze (2001)
stated that the potentials of an educational system are directly related to the qualification of
the teachers. FGN (2004) further asserted that the poor quality of teachers is a strong reason,
enough to ruin any well planned and meaningful educational system, since no system of
education can rise above the quality of its teachers.
40
Negative impact caused by lack of knowledge and competence on the selection and
utilization of instructional methods or techniques were also reported by Saura and Dairo
(1997). They called for choice of instructional methods that will bring about efficient skill
development. Moreover, searching for materials online can be sometimes time- consuming
and frustrating. Many learners find it difficult to read papers on a computer screen. Also, it is
easy to become bombarded with too much information with little control over the quality and
accuracy of the contents.
Therefore, a certain technical expertise is required from both teachers and students.
More importantly, little is know about how to make use of Internet- based materials or how to
design tasks that allow the learners to explore these materials and yield expected learning
outcomes. Another major constraint associated with ICT application are high student or
computer ratios, computer breakdowns, and slow or inconsistent Internet connectivity. There
is also lack of professional development programs for teachers to upgrade their skills on
emerging technologies. There appears to be a gap between policy of the Ministry of
Education on ICT integration and actual application process (Ebenezer & Francis, 2008).
Archibong and Effiom (2009) observed teacher while using computer faces lack of teaching
aids while explaining concepts to the class, limited space on the screen/slides to explain or
elaborate a concept. More has to be said in few words that may not be easily comprehended
by the students. Archibong et al. (2009) maintained that village students who do not have
knowledge of computer were not actively participating during the teaching. It makes it
difficult for the teacher to explain concepts and check if the students are learning or not.
Teaching and learning with ICT in schools since its initiation has faced a lot of
difficulties at the level of infrastructures, curriculum, teachers, content as well as teaching
and learning method. According to the authors, some of these difficulties include; integrating
and using different ICT tools in a single lesson, absence of access to the necessary technology
at the homes of students, and infrastructure. They explained further that insufficient
infrastructure is one of the serious problem the teaching and learning of ICT faces by
teachers, for example the teaching of some programmes and manipulation of some
application software is difficult because of lack of enough computers for practical lessons and
didactic materials which can assist students out of school to learn ICT; also lack of
multimedia centers to assist students and teachers to carry out research in schools and low
41
maintenance rate of the few equipment available also prevent teachers/students to develop
technological and manipulating skills.
Another area that teacher encountered problems is pedagogic resources. Archibong et
al. (2009) contended that lack of textbooks and pamphlets to assist teachers and students to
work with causes a lot of problems since almost everything taught is gotten from the internet.
This may mislead one because not all material could be valuable and correct; and at the level
of the teachers training, there is still lack of well-structured training programme for ICT
pedagogy; this is because most the teachers teaching ICT now are not trained. Another
problem is power supply. ICT equipment is electrical equipment that requires electricity for
operation. Most rural areas of Nigeria do not have electricity facility and in urban area
electricity supply is epileptic, and this reduces the life span of hardware and also militates
against effective usage.
Even enthusiastic teacher educators and students who have access to computers may
be debarred from using them as a result of power outage. Most rural areas lack electricity and
those that have suffer from constant current shortage which hinders the effective use of
computers to do practical work; and motivation is also a problem encountered by teacher,
most students do not yet know the role of computer in teaching (Archibong et al., 2009).
Another major problem is that the curriculum for ICT subject is still at the initial stage and
not well-defined to meet up with school programme and the time allocated for the teaching of
ICT does not tie with that of the programme which makes it difficult for the teacher to fully
give out what they prepare resulting to low assimilation rate of the students.
Limited fund available to higher institutions have hindered the provision of needed
facilities and infrastructure to promote ICT usage. Most faculties of education and schools of
education in Nigeria do not have dedicated laboratory for ICT training. Classrooms are
equally not equipped for ICT usage. Thus, teacher trainers and trainee teachers do not have
access to ICT within their schools. The few available ones are used mostly for administrative
purposes (Yusuf, 2005).
Justus (2011) reported lack of training and skills as obstacle to ICT use in institutions
of higher learning in Tanzania, while Agaba (2003) found lack of skills as one of the
problems explaining underutilization of Makerere University Library electronic information
resources by academic staff. Farrell (2007) established that, though the Faculty of Computing
42
and Information Technology at Makerere University trains staff in e-learning and support e-
learning in the whole university, comparatively few teachers have the skills to make
pedagogical use of ICT for teaching across the curriculum. This could be due to inadequate
ICT training skills, lack of time and negative attitude by teachers towards ICT application.
Peansupap and Walker (2005) found lack of ICT skills as a key barrier to adopting and using
ICT applications in Australian construction organizations. Hawkins (2002) established that
most teachers in the developing world are intimidated by technology and are thus
comfortable with their own old teaching styles.
Furthermore, Mooij and Smeets (2001) in the study aimed to investigate the
implementation of ICT and its support within the secondary schools in Holland. They found
that teachers’ competence and confidence in their skills were one of the main factors to
influence teachers’ willingness to integrate technology in their teaching-learning process.
They claimed that educator’s lack of knowledge is a serious hindrance to integrate ICT into
secondary schools. Educators’ must attain and maintain an assured degree of technological
competence to make instructional strategies more effective. This is supported by Albirini
(2006) who stated that technology competence comprises not only technology knowledge but
also the skills and experience essential to put them into use. Technology competency allows
the teachers to turn into most efficient individuals in dealing with daily tasks such as to
communicate with the student’s parents; to keep records; to do research in their option
domain; and to prepare presentations (Priscilla, Nida, Khambari and Wong, 2008). Computer
competence, therefore, can be observed in terms of teachers’ beliefs concerning their
knowledge, basic skill, and capability of performing essential functions using the computer.
According to Albirini (2006), computer competence refers to educators’ beliefs about their
computer knowledge and skills. Computers are an essential part of many work places and
employers need both men and women with computers skills. Although some come to the job
with computer related education, many workers need training or retraining to keep up with
new computer hard ware or software.
Krysa et al. (2009) in Justus (2011) stated that ICT training should not be limited to
teachers who teach computing but to all teachers on the use of ICT. The need for ICT training
is explained by the fact that most of the presently recruited teachers received little or no
training in their formal education concerning use of ICT in teaching. It could also be a
43
reflection of the need to update teachers' knowledge in the world of fast moving technology
of communication. Training teachers on the educational use of computers gains special
importance when considering integrating the ICT into regular curriculum. Teachers need to
know how to use computers first before they can integrate them in the curriculum. This could
make ICT innovation simple to adopt and implement as the innovation becomes compatible
with the current objectives of the users. Krysa et al. (2009) in Justus (2011) points to
professional development and training as a solution to successful application of ICT.
According to Afshari et al. (2008) in Justus (2011), when technology is introduced into
teacher education programs, the emphasis is often on teaching about technology instead of
teaching with technology. Hence, inadequate preparation to use technology is one of the
reasons that teachers do not systematically use computers in their classes. Teachers lack the
necessary skills and thus need to be given opportunities to practice using information
communication technology during their teacher training programs so that they can see ways
in which technology can be used to augment their classroom activities (Justus, 2011).
Teachers are more likely to adopt and integrate ICT in their courses, when professional
training in the use of ICT provides them time to practice with the technology and to learn,
share and collaborate with colleagues. The statement suggests that training teachers to update
their ICT skills may aid the integration of computers into the classroom setting. To promote
ICT integration in schools, school leaders should adopt strategies that make ICT part of the
daily routine or tasks of the teachers. These strategies may include using e-mail as the mode
of communication among staff, accessing the intranet to download data and using a word-
processor to complete lesson plans for submission.
According to a UNESCO (2005) survey, about 35% of the already trained teachers in
secondary schools in Europe, Asia and Africa have basic skills in ICT, which leaves 65% of
the teaching workforce on the three continents still in need of computer skills (Auerswald &
Magambo, 2007). UNESCO (2005) reported that teachers, professors, technical and
administrative staff must be given training that enables them to integrate new information and
communication technologies into their teaching programs. The lack of technical skills of
maintaining the functionality of computers confused teachers to integrate ICT in the
classroom (Priscilla et al, 2008). Numerous problems related to ICT infusion occur among
44
the teachers due to the “lack of technical skills and knowledge of maintaining the
functionality of the computers”.
According to Pelgrum (2001), the success of educational innovations depends largely
on the skills and knowledge of teachers. The study reported that teachers’ lack of knowledge
and skills is among the most inhibiting obstacles to the use of computers in schools.
Similarly, in the United States, Knezek and Christensen (2000) reported that educators with
higher levels of skill, knowledge, and tools would exhibit higher levels of technology
integration in the classroom. Berner (2003) cited in Afshari et al. (2008) in a case study on
the relationship between computer use in the classroom and two independent variables:
beliefs about computer competence; and administrative support, found that the faculty’s
belief not computer competence was the greatest predictor of their use of computers in the
classroom. Therefore, teachers should develop their competence in ICT skills through
training based on the educational goals they want to accomplish in order to use computers in
teaching.
Another obstacle to application of ICT in teaching is lack of computer knowledge for
persons handling computers. Teo and Lim (1998) reported that competence of individual
teachers handling computers is very low; most of them lack both educational and technical
training. Research findings indicated that there is need to equip teachers with computer
technology skills and knowledge through effective training on how to use computers in
teaching. Hsin-Kai (2007) cited in Justus (2011), reported that teachers’ technological skills
(e.g. technology proficiency and computer literacy) are critical for successful implementation
of ICT in the classroom. Teachers should understand the enabling conditions of certain
technologies in order to engage students in ICT-based learning activities successfully.
Teachers who have lower ICT proficiency are usually not willing and have less confidence to
use ICT for teaching. Teachers who have strong engagement towards their own professional
development are more motivated to undertake activities which lead to a better understanding
of the goals of an innovation. However, much as training is emphasized by Ministry of
Education, ICT usage is still low.
Theoretical Framework of the Study
Theory in the view of Borg and Gall (1989) is a system for explaining set of
phenomena by specifying constructs and the laws that relate these constructs to each other.
45
The author stated that theory explains how various factors are causally related to one another.
Olaitan (2003) defined a theory as a set of related statement that are arranged systematically
so as to give functional meaning to a set of series of events. The author stated that the set of
related statement may take the form of descriptive or functional definitions, operational
constructs, assumptions hypotheses, generalization and laws. Hornby (2005), in his view
explained theory as the principle on which the subject of a study is based. This implies that a
theory provides needed data about a given subject matter.
With reference to this study theory means all the guiding principles or statements
devised to explain fact or set of rules for the study. The theoretical framework of this study is
based on the theories of constructivist, teaching and learning.
Constructivist and Learning Theory
Constructivism is a view of learning based on the belief that knowledge is not a thing
that can be simply given by the teacher at the front of the room to students in their desks.
Rather, knowledge is constructed by learners through an active, mental process of
development; learners are the builders and creators of meaning and knowledge (Gray, 1995).
Fosnot (1996) cited Gray (1995) defines constructivism by reference to four principles:
learning, in an important way, depends on what we already know; new ideas occur as we
adapt and change our old ideas; learning involves inventing ideas rather than mechanically
accumulating facts; meaningful learning occurs through rethinking old ideas and coming to
new conclusions about new ideas which conflict with our old ideas. A productive and
constructivist classroom consists of learner-centered, active instruction. In such a classroom,
the teacher provides students with experiences that allow them to hypothesize, predict,
manipulate objects, pose questions, research, investigate, imagine, and invent. The teacher's
role is to facilitate this process.
Individuals understand learning in different ways and conceive of learning on the
bases of internal and external factors. Internal factors include the learner’s previous
experiences, motivation, prejudices and level of individual social and emotional
development. External factors refer to the learner’s immediate learning environment such as
opportunities, constraints and circumstances influencing the individual’s learning including
other people (Fosnot, 1996).
46
This was backed up by the work of Papert (1980) that proved computers as useful in
higher learning. Papert’s view of the importance of motivational engagement of the learner
contrasts sharply with Skinner’s who although recognizing this influence, consider it
unnecessary for instruction. In this view, the learners as active participants are involved in
structuring their own learning experiences. Papert’s work with Piaget who emphasized the
way in which knowledge is structured using computers are organized as well as how the
learners’ own perception of their prior experiences perform the knowledge structure. Thus,
the importance of how a learner relates new experiences to existing knowledge becomes
paramount. Application of ICT in learning shifted towards a more constructivist orientation,
seeing online instruction delivery, as offering more opportunities for students’ participation.
To promote application of ICT in teaching and learning, teachers need to be adequately
prepared to effectively apply them; teachers need to experience constructivist approach first-
hand in order to better understand the value of learner-centred instruction.
Application of ICT, therefore, allows teachers to places learner at the centre of
learning experience and takes responsibility for their own learning. This permits learning to
be learner-centred.
The Andragogist Theory
The constructivist theory is closely related to the Andragogist theory proposed by
Knowles (1992). Knolwes posited that adult learners needs to know why they have to learn
something before undertaking it; they should be ready to learn the things they need to know,
they need to make use of their experience in learning, they should be motivated to learn to the
extent that they perceive that it will help them perform tasks they confront in their life
situations such as work.
The relationship between these theories and ICT is that learners are encouraged to
take responsibility for their own learning. Corner (2004) argued that technology based-
learning environment are based on a constructivist approach to learning in which emphasis is
on learning as a process of personal understanding and meaning making which is active and
interpretative. Following from this, the characteristics of these approaches to learning are
settings and activities that see learners assuming much of the responsibility for them in terms
of what is learned and how it is learned, following also the andragogist view of learning.
47
Related Empirical Studies
This concerned with the review of related empirical researches carried out by other
researchers. A study was carried out by Angib (2008) on the extent of utilization of cyber-
café in teaching and learning in higher institutions in Cross-River State. The objectives of the
study include to: determine extent of utilization of Cyber-café in lesson preparation,
determine the extent of utilization of cyber café in instructions delivery, find out the extent to
which cyber café is used in self –learning, find out the extent to which cyber café is used in
collaborative learning and determine the extent of utilization of cyber café in evaluation. The
population of the study comprised two hundred and sixty (260) lecturers of three higher
institutions in the state. Questionnaires were used for data collection. Data collected were
analyzed using mean, standard deviation, z-test and analysis of variance (ANOVA). The
findings revealed that lecturers in higher institutions used cyber café in lesson preparation
and self learning. The study further revealed that lecturers in higher institutions rarely use
cyber café in instruction delivery, collaborative learning and evaluation of learning. The
findings of the study show that lecturers in higher institutions use cyber café in lesson
preparation and rarely use in instructional delivery. This study is related to present study on
the ground that it deals with application of ICT in preparation lesson, instruction delivery,
individualized learning and evaluation of learning in higher institutions in Cross-River State;
the gap created is the constraints to the application of ICT in teaching and learning in higher
institutions which the present study intend to fill in higher institution in Akwa Ibom State.
Archibong, Ogbiji, and Anijaoboi-Idem (2010) carried out a study on Information and
communication technology (ICT) competence among Academic Staff in Universities in Cross
Rivers State, Nigeria. The objective of the study include: investigating the competency level
of academic staff in the use of ICT, ascertaining how academic staff rates their ICT
competency level, ascertaining the challenges to academic usage of ICT in teaching and
learning. The population for the study was three hundred (300) academic staff of the two
universities. Questionnaire was the instrument for data collection. Descriptive statistics
(percentages) were used to analyze the data. The findings reveal that the competency level of
academic staff in all the indices measured was below fifty (50%) in using ICT which show
that it is still very low. The study further revealed that 53.3% of the academic staff rated their
ICT competence as low. While the major challenges identified by the study on ICT usage
48
among academic staff were inadequate ICT facilities, excess work load and funding. The
findings of the study show that ICT competencies are necessary for all academic staff to
enable them apply ICT in teaching and learning. This study is related to the present study in
the sense that ICT competence possessed by lecturers is a prerequisite to the application of
ICT in teaching and learning in higher institutions in Akwa Ibom State.
Fakeye (2010) conducted a study on “Assessment of English Language Teachers’
Knowledge and Use of ICT in Ibadan Southwest Local Government of Oyo State. The study
aimed at assessing the extent English Teachers Use ICT in English Language Instruction, find
out the level of knowledge of English Teachers about ICT and assess ICT facilities available
for teaching and learning of English language in schools. A survey research design was
adopted for the study. The population for the study was ninety-four (94) teachers from thirty
(30) secondary schools. Questionnaire was the instrument used for data collection.
Descriptive statistic of frequency counts, mean and standard deviation were used to analysed
the data, while t-test was used to test the null hypothesis. The findings reveal that level of
knowledge of ICT possessed by English Language teachers was poor and as such, they rarely
use ICT in English Language instruction. It was also found that there was significant
difference in the male and female teachers’ knowledge of ICT with the males demonstrating a
higher level of knowledge than their female counterparts. This study is related to the present
study in that the study focused on use of ICT for teaching and learning, a survey research
design is adopted for the study, questionnaire is used to collect data, mean and standard
deviation was used to analysed the data.
Muhammad, Fazalur, Ullah, Khush and Tariq (2011) carried out a study on
“Assessment of Usage of ICT among Graduates of Allama Iqbal Open University”. The study
aimed at measuring the proficiency of graduates of Allama Iqbal Open University in using
word processing, spreadsheets and presentation software, analyzing the proficiency of
graduates of Allama Iqbal Open University in internet and E-mail, assessing the proficiency
of graduates of Allama Iqbal Open University in using E-learning and blogs, exploring the
use of ICT in work environment by Allama Iqbal Open University graduates, and finding out
the obstacles faced by teachers in ICT use. The study adopted a descriptive survey research
design. All the graduates of Faculty of Education of Allama Iqbal Open University made up
the population of the study. Sample of 132 graduates of Allama Iqbal Open University who
49
were teaching in various schools, colleges and universities were used for the study.
Questionnaire was the instrument used for data collection. Data was analyzed by using
percentage, and mean scores. The study revealed that most of the graduates faced obstacles in
the use of ICT. It was further revealed that graduates had low proficiency of using computer
hardware. The study is related to the present study because its deal with assessment of usage
of ICT among graduates of university in the area of application of word processor,
spreadsheets and presentation software, internet and e-mail in learning, which are the
components of ICT application in teaching and learning.
Agbulu and Ademu (2010) conducted a study on Assessment of Agricultural Science
Teachers’ Knowledge and Utilization of Information and Communication Technology in
Nigerian Secondary Schools. The study aimed at examining the availability of ICT in
secondary schools, knowledge of ICT possessed by agricultural science teachers, utilization
of ICT by agricultural science teachers for teaching and learning, and the challenges posed by
ICT to agricultural science teachers. A survey research design was adopted for the study. The
population for the study was 568 agricultural science teachers. A checklist and structured
questionnaire were used for data collection. Mean and Standard deviation were used for the
data analysis, while t-test statistic was used to test the null hypotheses. The major finding
revealed that ICT were not utilized for teaching and learning in secondary schools. This study
is related to the present study because it involved the assessment of teachers’ knowledge and
usage of ICT in teaching in schools prerequisite for the application of ICT in teaching and
learning in schools. The study also adopted a survey research design, used questionnaire to
collect data. Mean and standard deviation were also used for data analysis.
Ajayi, Ekundayo & Haastrup (2009) carried out a study on “The Application of
Information and Communication Technology in Nigerian Secondary Schools”. The study
aimed at investigating the level of availability of ICT facilities in schools, the capacity for
using ICT facilities for teaching and learning, the perceived benefits of using ICT and the
problems facing the use of ICT in secondary schools. The descriptive survey design was used
for the study. The population consisted of all the teachers and principals of the secondary
schools in Ondo and Ekiti States. A sample of 320 teachers and 40 principals were used for
the study. Questionnaire was the instruments used to collect data for the study. Frequency
counts and percentage scores were used to analysed the data. The study revealed that ICT
50
facilities were lacking in schools and teachers and students were to a little extent exposed to
the use of ICT. The study also revealed the perceived benefits of using ICT in schools which
include making teaching and learning interesting; helping the distance learning programme;
helping teachers to be up-to-date; enhancing quality of work by both the teachers and the
students. The study also revealed some of the challenges facing ICT in secondary schools as:
irregular power supply: inadequate computer literate teachers; high cost of purchasing
computers in schools; inadequate facilities to support full application of the ICT and lack of
fund. This study is related to the present study on the ground it deals with application of ICT
in teaching and learning schools. It also looks into the level of ICT usage by the teachers and
the constraints to the usage.
Justus (2011) conducted a study on problems in ICT Implementation in Selected
Institutions of Higher Learning in Kabale District, Uganda. The objective of the study were is
to: investigate the influence of cost of ICT training materials on ICT implementation in
selected institutions of higher learning in Kabale District; find out the influence of skills
development in ICT towards ICT application in selected institutions of higher learning in
Kabale District; and explore the influence of administrative support on ICT application in
selected institutions of higher learning in Kabale District. A cross sectional survey design was
employed. The population for the study constituted 90 teaching staff from the four
institutions, 30 administrative staff and 200 undergraduate final year students and 300
diploma final year students. The sample sizes of 73, 28, and 217 respectively were randomly
selected. Self Administered Questionnaires (SAQs) were used for collected data. Frequency
count, descriptive statistic and ANOVA were used for data analysis. The findings revealed
that cost of ICT training materials negatively influenced ICT application where as skills
development in ICT and administrative support positively influenced ICT application. The
study is related to the present study because it deals with problems that influence the
application of ICT in teaching and learning in higher institutions which is one of the specific
objectives of this study. The gap created from this study is that the study fail to investigate
the areas of application of ICT especially in preparing lesson, delivery of instruction,
individualized learning, and evaluation of learning which the present study is intend to fill.
51
Summary of Review of Related Literature
Application of ICT according to authors is the use of a diverse set of technological
tools and resources to communicate, create, disseminate, store, retrieve and manage
information. Literature on the application of ICT by lecturers in individualized learning was
carried out by the researcher to guide the study. The authors identify lack of training, skills,
attitude for change and competence as constraints to the application of ICT in the classroom.
Authors identified key competences required of teachers or lecturer for effective application
of ICT in teaching and learning to include ability to apply word processor in processing
information, database and spreadsheet in preparing lesson; ability to apply multimedia
presentations or electronic whiteboards; ability to use Internet and e-mail; ability to use
virtual learning environments; ability to use pedagogical websites; ability to use electronic
encyclopedia for information. Other areas reviewed are application of ICT in lesson
preparation; in instructions delivery; in evaluation of learning; and constraints to the
application of ICT by lecturers in teaching in higher institutions. The literature shows that
both the students and lecturers or teachers in higher institutions rarely applied ICT in lesson
preparation, instruction delivery and evaluation of learning. It is revealed that educators are
constrained by inadequate ICT facilities, excess workload and lack of fund for effective
application of ICT in lesson preparation, instruction delivery and evaluation. The review of
literature on theoretical framework was based on constructivist, and andragogist theories.
Several studies have been conducted on this study in other parts of the country.
Despite the efforts of the government in providing some of the ICT facilities and training
offered by lecturer in higher institutions in the State, no study known to the researcher being
conducted in higher institutions in Akwa Ibom on the assessment of the application of ICT in
teaching and learning process, especially in lesson preparation, instruction delivery,
individualized learning and evaluation of learning, This is the gap this research study intends
to fill.
52
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presents the procedure that was used in carrying out this study. The
procedure was discussed under the following subheadings: design of the study, area of the
study, population of the study, sample and sampling technique, instrument for data collection,
validation of the instrument, reliability of the instrument, method of data collection and
method of data analysis.
Design of the Study
This study adopts a descriptive survey research design. A descriptive survey research
design, according to Ali (2006) is one which uses sample of an investigation to document,
describe, and explain what is in existence or non-existence on the present status of
phenomena being investigated. The author further stated that in descriptive survey study
views and facts are collected through questionnaire and/or interviews schedule for answering
research questions. A descriptive survey research design was suitable for this study because
data was collected through questionnaire from lecturers on the extent of application of
information and communication technologies in teaching and learning in higher institutions
in Akwa Ibom State.
Area of the Study
The area of the study is Akwa Ibom State. It covers three higher institutions in the
State that have ICT facilities for lecturers to apply them in teaching and learning. These
institutions include: University of Uyo, Akwa Ibom State College of Education and College
of Arts and Sciences. Akwa Ibom State is situated at the south-south geopolitical zone of
Nigeria. The State is bordered on the east by Cross River State on the West by Rivers State
and Abia State, and on the South by the Atlantic Ocean and the southern-most tip of Cross
River State. The State has a population of 3,920,208 million of people. Akwa Ibom is a
predominantly civil service state with Government being the main engine of growth.
Population for the Study
The population for the study is 1,476 lecturers currently teaching in the three higher
institutions in Akwa Ibom State. This comprises of 1,183 lecturers of University of Uyo, 191
lecturers of College of Education, Afaha Nsit and 102 lecturers of College of Arts and
51
53
Science, Nung Ukim. The information on population of the lecturers of the three institutions
was obtained from Academic Affairs and Establishment Unit of University of these
institutions.
Sample and Sampling Technique
The sample of 295 lecturers was used for the study. A stratified random sample of
20% of lecturers per institution was used for the study. This is obtaining by grouping the
entire population of lecturers based on institution and then simple random selection was made
within each institution. The adoption of stratified random sample according to Ali (2006) is
to ensure that a true representative of the entire population is drawn. The choice of 20%
lecturers is informed by Ali (2006) added that 20% of the total population is appropriate for
population of few thousands for survey study. The information on the sampling is shown in
appendix III.
Instrument for Data Collection
The instrument used for data collection was a structured questionnaire. The
instrument is titled “ICT Application Questionnaire (ICTAQ). The questionnaire were made
up of two sections, section A and B. Section A was consisted of items seeking the personal
information of the respondents. Section B was consisted of five parts. Part I was made to
elicit information on the extent of application of ICT in lesson preparation. Part II was
consisted of items to obtain information on the extent of application of ICT in instruction
delivery. Part III contains items soliciting information on the extent of application of ICT in
individualized learning. Part IV contains items for obtaining information on the extent of
application of ICT in evaluation of learning. Part V was comprises items for gathering
information on the constraints to the application of ICT in teaching and learning. The
responses on the questionnaire were structured on a 5-point rating scale namely; Very Great
Extent (VGE), Great Extent (GE), Moderate Extent (ME), Little Extent (LE), and Very Little
Extent (VLE).
Validation of the Instrument
The instrument was face- validated by three lecturers from Department of Vocational
Teacher Education, University of Nigeria, Nsukka – two lecturers from Computer Education
Unit and one Lecturer from Industrial Education Unit. Each validate was given a copy of the
54
instrument to eliminate any irrelevant statement presented by the researcher and to make
suggestions for the improvement of the instrument. The suggestions from validates were
integrated into the final copy of the questionnaire that was developed.
Reliability of the Instrument
In order to test the reliability of the instrument, twenty (20) copies of the instruments
was administered to lecturers in University of Calabar, Cross River State. The choice of
Cross River State for the reliability test is informed by the number of common factors in
social and educational development of the two states. The internal consistency of the
instrument was established using Cronbach’s Alpha (α) method. The value of the reliability
coefficient established is as follows: Part I, lesson preparation 0.67; Part II, instruction
delivery 0.76; Part III, individualized learning 0.70; Part IV, evaluation of learning 0.85; and
Part V, constraints to the application of ICT 0.88.
Method of Data Collection
To ensure a high percentage of returns, the questionnaire were administered to the
respondents by the researcher with the aid of five trained research assistants, two from
University of Uyo, two from College of Education, Afaha Nsit, and one from College of Arts
and Science, Nung Ukim. The questionnaires were collected back from the respondents after
two weeks of administration. Out of 295 questionnaires administered, 287 were duly filled by
the respondents and were returned. It was this number that was analyzed to generate the data
used for answering the research questions and hypotheses. The rate of return was 97%.
Method of Data Analysis
Data collected were computed using Mean, Standard Deviation and Analysis of
Variance (ANOVA). The Mean and Standard Deviation were used to answer the five
research questions. While ANOVA statistic was used to test the three null hypotheses at 0.05
level of probability. All computations were carried out using Statistical Package for Social
Sciences (SPSS). The boundary limits for interpreting mean scores of the questionnaire items
in order to answer the research questions are as follows;
Scaling Statement Real Limit
Very Great Extent (VGE) = 5 points 4.50 – 5.00
55
Great Extent (GE) = 4 points 3.50 – 4.49
Moderate Extent (ME) = 3 points 2.50 – 3.49
Little Extent (LE) = 2 points 1.50 – 2.49
Very Little Extent (VLE) = 1 point 0.50 – 1.49
From the above real limit, a mean of 4.50 – 5.00 was accepted as very great extent,
3.50 – 4.49 was accepted as great extent, 2.50 – 3.49 was accepted as moderate extent, while
1.50 – 2.49 were accepted as little extent, and 0.50 – 1.49 were accepted as very little extent.
From the above, the cut-off point for moderate extent was 2.50 or above. Therefore, any item
that scored a mean value of 2.50 or above was accepted and was judged according to the
scale response option. While any item that scored below 2.50 were rejected. With respect to
the hypotheses, the hypotheses were accepted because the calculated value and F-ratio of the
items is less than the table values at 0.05 level of probability.
56
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF DATA
In this chapter, the data for the study were presented and analyzed based on the
research questions and hypotheses that guided the study.
Research Question 1
To what extent are ICT applied in lesson preparation in higher institutions in Akwa
Ibom State? In order to answer this question, the respondents were requested to respond to
each statement according to the extent ICT are applied in lesson preparation activities.
Respondent’s responses are presented in table 1 below.
Table 1
Mean scores and standard deviation on the extent of application of ICT in lesson
preparation activities in higher institutions
S/N
Lesson preparation activities
_
X
SD
Remarks
1 Preparing exercise sheets 4.64 0.48
VGE
2 Preparing lesson note and plan 4.68 0.47
VGE
3 Downloading or updating lecture materials 4.29 0.63
GE
4 Preparing multimedia presentation 3.33 0.49
ME
5 Preparing lesson slides 3.33 0.49
ME
6 Designing learning strategies 2.71 0.54
ME
7 Printing out materials from the Net such as journals,
textbooks, magazines, standard books etc.
4.76
0.43
VGE
8 Surfing for learning experience abroad in preparing
lectures
3.63
0.80
GE
9 Obtaining relevant and suitable resources for a given
topic and subject available on the Net
3.48
0.53
ME
10 Locating teaching methods suitable to a particular
topic on the Net
3.38
0.57
ME
11 Preparing assignment, quiz, test and examination
questions
4.73
0.45
VGE
The data presented in Table 1 shows that items 1, 2, 7 and 11 had recorded means that
ranged from 4.64 – 4.76 which fell within the real limit of 4.50 – 5.00 indicating very great
extent of application of ICT in respect of these items in lesson preparation activities; while
items 3 and 8 fell within the real limit of 3.63 – 4.29 indicating great extent of application of
ICT in respect of these items in lesson preparation activities. The table further shows that
items 4, 5, 6, 9 and10 had mean ratings that ranged from 2.71 – 3.48, which fell within real
55
57
limits of 2.50 – 3.49, indicating moderate extent of application of ICT in respect of these
items in lesson preparation activities. This means all the eleven items in the table had a mean
greater than 2.50, which implies that ICT was applied by lecturers in higher institution in
respect of these items in lesson preparation activities.
Research Question 2
To what extent are ICT applied in instruction delivery in higher institutions in Akwa
Ibom State? In order to answer this question, the respondents were requested to respond to
each statement according to the extent ICT are applied in instruction delivery activities.
Respondent’s responses are presented in table 2 below.
Table 2
Mean scores and standard deviation on the extent of application of ICT in instruction
delivery activities in higher institutions
S/N
Instruction delivery activities
_
X
SD
Remarks
1 Projecting day’s learning objectives to students 2.12 0.34
LE
2 Managing and engaging in an online class
discussion
1.70
0.47
LE
3 Use of whiteboard and video projector in delivery
lesson
3.03
0.39
ME
4 Illustration and plotting of graphs 3.75 0.50 GE
5 Presentation of instructional contents in textual,
audio, visual and audio-visual forms
1.46
0.51
VLE
6 Involvement of students in a role play scenario 1.55 0.50 LE
7 Use of interactive media, modems, satellites 3.39 0.55 ME
8 Posting notice and course content on screen for
students
1.72
0.74
LE
9 Introducing previous lesson 1.99 0.72 LE
10 In quiz, test, examination and assignment 3.52 0.58 GE
11 Publishing students result 2.22 0.85 LE
12 Retrieving students assignment or term papers 4.16 0.69 GE
13 Presenting or introducing new content 1.98 0.68 LE
14 Using synchronous online lecture delivery system 1.14 0.35 VLE
15 Using asynchronous online lecture delivery system 1.11 0.31 VLE
16 Using Skype for online instructional delivery 1.13 0.34 VLE
17 Using blogs for online instructional delivery 1.10 0.31 VLE
18 Communicating with students 4.31 0.71 GE
The data presented in Table 2 shows that items 4, 10, 12 and 18 had recorded means
that ranged from 3.52 – 4.31 which fell within the real limit of 3.50 – 4.49 indicating great
58
extent of application of ICT in those items; while items 3 and 7 had means that ranged from
3.03 – 3.39 which fell within the real limit of 2.50 – 3.49 indicating moderate extent of
application of ICT in respect of those items. The table further shows that items 1, 2, 6, 8, 9,
11 and13 had mean ratings that ranged from 1.55 – 2.22, which fell within real limits of 1.50
– 2.49, indicating little extent of application of ICT in those items; while items 5, 14, 15, 16
and 17 had mean ratings that ranged from 1.10 – 1.46, which fell within real limits of 0.50 –
1.49, which indicates very little extent of application of ICT in respect of these items in
instruction delivery. This means six out of eighteen items in the table had a mean greater than
2.50, which implies that ICT was applied by lecturers in higher institution in respect of these
items in instruction delivery. On the other hand, twelve of the eighteen items in the table fall
below the boundary limit of 2.50 – 3.49, which implies that ICT was not applied by lecturers
in higher institutions in respect of those items in instruction delivery.
Research Question 3
To what extent are ICT applied in individualized learning in the higher institutions in
Akwa Ibom State? In order to answer this question, the respondents were requested to
respond to each statement according to the extent ICT are applied in individualized learning
activities. Respondent’s responses are presented in table 3 below.
Table 3
Mean scores and standard deviation on the extent of application of ICT in
individualized learning activities in higher institutions
S/N
Individualized learning activities
_
X
SD
Remarks
1 Creating word processing document or files 4.48 0.50 GE
2 Multimedia presentations and electronic
whiteboards 2.52 0.57 ME
3 Browsing on Net 4.63 0.48 VGE
4 Creating tables 3.47 0.55 ME
5 Storing and retrieving information 4.71 0.46 VGE
6 Preparing slides 3.41 0.71 ME
7 Creating desktop publishing document 3.10 0.62 ME
8 Selecting and customizing instructional software to
fit students' needs
1.41
0.52
VLE
9 Drill and practice 1.24 0.45 VLE
10 Record-keeping 4.16 0.54 GE
11 Computing students grades 4.31 0.65 GE
12 Generating charts 4.04 0.90 GE
13 Entering, organizing, and sorting of data 4.58 0.49 VGE
59
The data presented in Table 3 shows that items 3, 5 and 13 had recorded means that
ranged from 4.58 – 4.71 which fell within the real limit of 4.50 – 5.00 indicating very great
extent of application of ICT in respect of these items; while items 1, 10, 11 and 12 had means
that ranged from 4.16 – 4.48 which fell within the real limit of 3.50 – 4.49 indicating great
extent of application of ICT in respect of these items. The table further shows that items 2, 4,
6 and 7 had mean ratings that ranged from 2.52 – 3.47, which fell within real limits of 2.50 –
3.49, indicating moderate extent of application of ICT in respect of these items; while items 8
and 9 had mean ratings that ranged from 1.24 – 1.41, which fell within real limits of 0.50 –
1.49, which indicates very little extent of application of ICT in respect of these items. This
means that eleven out of thirteen items in the table had a mean greater than 2.50, which
implies that ICT was applied by lecturers in higher institution in respect of these items in
individualized learning. On the other hand, two out of the thirteen items in the table fall
below the boundary limit of 2.50, which implies that ICT was not applied by lecturers in
higher institutions in respect of those items in individualized learning.
Research Question 4
To what extent are ICT applied in evaluation of learning in higher institutions in
Akwa Ibom State? In order to answer this question, the respondents were requested to
respond to each statement according to the extent ICT are applied in evaluation of learning
activities. Respondent’s responses are presented in table 4 below.
Table 4
Mean scores and standard deviation on the extent of application of ICT in evaluation of
learning activities in higher institutions
S/N
Evaluation of learning activities
_
X
SD
Remarks
1 Disseminating information directly to students,
colleagues and parents.
1.51
0.54
LE
2 Collection of information and feedback directly
from students, colleagues and parents.
3.05
0.69
ME
3 Marking quiz, test, examination and assignment 1.02 0.16 VLE
4 Keeping students records. 4.56 0.50 VGE
5 Monitoring students performance 2.60 0.50 ME
6 Computing students grades 4.52 0.51 VGE
7 Comparing students grades 4.17 0.38 GE
8 Assigning students grades or scores 4.50 0.52 VGE
9 Pass wording exam, test, quiz and assignment
questions files
1.63
0.50
LE
10 Enter, organize and sorting students results 4.58 0.49 VGE
60
The data presented in Table 4 shows that items 4, 6, 8 and 10 had recorded means that
ranged from 4.50 – 4.58 which fell within the real limit of 4.50 – 5.00 indicating very great
extent of application of ICT in respect of these items in evaluation activities; while items 7
with mean of 4.17 fall within the real limit of 3.50 – 4.49 indicating great extent of
application of ICT in respect of these items in evaluation activities. The table further shows
that items 2 and 5 had means ranging from 2.60 – 3.05, which fell within real limits of 2.50 –
3.49 indicating moderate extent of application of ICT in respect of these items in evaluation
activities, while items 1 and 9 with means ranged of 1.51 – 1.63 fall within the real limit of
1.50 – 2.49, indicating little extent of application of ICT in respect of these items in
evaluation activities, and item 3 with mean of 1.02 fall in the real limit of 0.50 – 1.49,
indicating very little extent of application of ICT in respect of the item. Therefore, seven out
of eleven items in the table had a mean greater than 2.50, which implies that ICT was applied
by lecturers in higher institution in respect of these items in evaluation activities, while three
out of eleven items fell below the real limit of 2.50, indicating that ICT was not applied by
lecturers in higher institutions in respect of these three items in evaluation activities.
Research Question 5
What are the constraints to the application of ICT in teaching in higher institutions in
Akwa Ibom State? In order to answer this question, the respondents were requested to
respond to each statement according to the constraints to the application of ICT in teaching.
Respondent’s responses are presented in table 5.
61
Table 5
Mean scores and standard deviation on the constraints to the application of ICT in
teaching and learning in higher institutions
S/N
Constraints to the application of ICT in teaching and
learning
_
X
SD
Remarks
1 Difficulty in reading on a computer screen 4.48 0.53 GE
2 Limited space on the screen or slides to explain or
elaborate concept
4.64
0.52
VGE
3 Students lack of knowledge of using ICT tools 3.61 0.51 GE
4 Insufficient computers for practical classes 3.91 0.58 GE
5 Low maintenance rate of the few available equipment 4.47 0.57 GE
6 Lack of laboratory for effective practical sessions 3.52 0.51 GE
7 Difficulty in connecting computer with overhead projector 3.50 0.51 GE
8 Lack of technical assistant in fixing the tools 3.69 0.47 GE
9 Power outage or interruption 4.57 0.51 VGE
10 Slow or inconsistent Internet connectivity 4.51 0.50 VGE
11 Computer breakdowns 3.44 0.50 ME
12 Lack of competence in using computer for instruction
delivery
3.51
0.51
GE
13 No confidence in using computer in classroom 3.11 0.70 ME
14 Lack of support by the school administration on the use of
computer for teaching 3.85 0.35 GE
15 Lack of ICT training on instructional delivery 3.52 0.52 GE
16 Data security issues 4.35 0.52 GE
17 Integrating and using different ICT tools in a single lesson 3.18 0.45 ME
18 Absence of access to the necessary technology at the
homes of students
4.33
0.59
GE
The data presented in Table 5 shows that items 2, 9 and 10 had recorded means that
ranged from 4.51 – 4.64 which fell within the real limit of 4.50 – 5.00 indicating very great
extent of constraints to the application ICT in respect of these items; while items 1, 3, 4, 5, 6,
7, 8, 12, 14, 15, 16 and 18 had means ranged from 3.50 – 4.48, which fell within the real limit
of 3.50 – 4.49 indicating great extent of constraint to the application of ICT in respect of
those items. The table further shows that items 11, 13 and 17 had means ratings that ranged
62
from 3.12 – 3.44, which fell within real limits of 2.50 – 3.49, indicating moderate extent of
constraints to the application of ICT in respect of those items. This means that all the
eighteen items in the table had a mean greater than 2.50, which implies that lecturers faced
with constraints to the application ICT in higher institutions.
Hull Hypothesis 1 (Ho1)
There is no significant difference among the Mean responses of lecturers in
University of Uyo, College of Education and College of Arts and Science on the application
of ICT in lesson preparation in Akwa Ibom State.
Table 6
Analysis of Variance on the Mean responses of Lecturers in University of Uyo, Akwa
Ibom State College of Education and College of Arts and Science on the application of
ICT in lesson preparation
S/N Lesson preparation
activities
SST Df SSb SSw F.ratio P-value
(sig.)
F.tab Remarks
1
Preparing exercise sheets.
66.16
287
0.20
0.23
0.86
0.43
2.99
NS
2 Preparing lesson note and
plan. 62.25 287 0.09 0.22
0.39
0.68
2.99
NS
3 Downloading or updating
lecture materials.
113.08
287
0.58
0.39
1.47
0.23
2.99
NS 4 Preparing multimedia
presentation.
70.00
287
0.04
0.25
0.18
0.84
2.99
NS
5 Preparing lesson slides. 67.66 287 0.04 0.24 0.16 0.85 2.99 NS
6 Designing learning strategies 83.50 287 0.06 0.29 0.20 0.82 2.99 NS
7 Printing out materials from
the Net such as journals,
textbooks, magazines,
standard books etc.
52.99
287
0.04
0.19
0.19
0.83
2.99
NS
8 Surfing for learning
experience abroad in
preparing lectures.
185.50
287
0.18
0.65
0.28
0.76
2.99
NS
9 Obtaining relevant and
suitable resources for a given
topic and subject available on
the Net.
79.91
287
0.31
0.28
1.12
0.33
2.99
NS
10 Locating teaching methods
suitable to a particular topic
on the Net.
93.99
287
0.21
0.33
0.64
0.53
2.99
NS
11 Preparing assignment, quiz,
test and examination
questions.
56.88
287
0.01
0.20
0.03
0.97
2.99
NS
Key: SST = Total Sum of Squares, df = degree of freedom, SSb = Sum of Square Between Group,
SSw = Sum of Squares Within Group, NS = No Significance, F.ratio = Calculated value, F.tab =
tabulated F value
63
Data in table 6 revealed that F-ratio value for the eleven items were less than the F-
table of 2.99 at 0.05 level of probability and 2 and 287 degree of freedom. This means that
the hypothesis in respect of these items was accepted. This implies that respondents did not
differ significantly on the extent of application of ICT in lesson preparation in the three
higher institutions in Akwa Ibom State. Therefore, the null hypothesis is accepted. Also since
the between grouped variance for all the eleven items were not substantially greater than their
corresponding within group variance, this indicated that the difference between means is
probably a reflection of sampling error. Therefore, the conclusion is that, there is no
significance difference among the three respondents groups in respect of environment
regarding their opinion on the extent of application of ICT in lesson preparation in higher
institutions in Akwa Ibom State.
Hull Hypothesis 2 (Ho2)
Ho2: There is no significant difference among the Mean responses of lecturers in
University of Uyo, College of Education and College of Arts and Science on the
application of ICT in instruction delivery in Akwa Ibom State.
64
Table 7
Analysis of Variance on the Mean responses of Lecturers in University of Uyo, Akwa Ibom
State College of Education and College of Arts and Science on the application of ICT in
Instruction Delivery Activities
S/N Instruction Delivery
activities
SST Df SSb SSw F.ratio P-value
(sig.)
F.tab Remarks
1 Projecting day’s learning
objectives to students
32.75
287
0.10
0.11
0.84
0.43
2.99
NS
2 Managing and engaging in an
online class discussion
64.32
287
0.22
0.22
0.96
0.39
2.99
NS
3 Use of whiteboard and video
projector in delivery lesson
43.65
287
0.03
0.15
0.18
0.84
2.99
NS
4 Illustration and plotting of
graphs
72.50
287
0.27
0.25
1.07
0.34
2.99
NS
5 Presentation of instructional
contents in textual, audio,
visual and audio-visual forms
73.58
287
0.09
0.26
0.33
0.72
2.99
NS
6 Involvement of students in a
role play scenario
71.41
287
0.04
0.25
0.14
0.87
2.99
NS
7 Use of interactive media,
modems, satellites
86.66
287
0.72
0.30
2.42
0.09
2.99
NS
8 Posting notice and course
content on screen for
students
156.22
287
0.58
0.54
1.06
0.35
2.99
NS
9 Introducing previous lesson 149.97 287 0.13 0.53 0.24 0.78 2.99 NS
10 In quiz, test, examination and
assignment 95.91 287 0.23 0.34
0.70
0.50
2.99
NS
11 Publishing students result 207.78 287 0.18 0.73 0.25 0.78 2.99 NS
12 Retrieving students
assignment or term papers
137.33
287
0.46
0.48
0.96
0.39
2.99
NS
13 Presenting or introducing
new content
132.91
287
0.05
0.47
0.11
0.90
2.99
NS
14 Using synchronous online
lecture delivery system
34.44
287
0.12
0.12
1.01
0.37
2.99
NS
15 Using asynchronous online
lecture delivery system
28.44
287
0.09
0.10
0.85
0.43
2.99
NS
16 Using Skype for online
instructional delivery
32.25
287
0.06
0.11
0.50
0.61
2.99
NS
17 Using blogs for online
instructional delivery
26.88
287
0.04
0.09
0.46
0.63
2.99
NS
18 Communicating with
students
145.50
287
0.12
0.51
0.24
0.78
2.99
NS
Key: SST = Total Sum of Squares, df = degree of freedom, SSb = Sum of Square Between Group, SSw = Sum of
Squares Within Group, F.ratio = Calculated value, F.tab = tabulated F value, NS = No Significance
Data in table 7 revealed that F-ratio value for the eighteen items were less than the F-
table of 2.99 at 0.05 level of probability and 2 and 287 degree of freedom. This means that
65
the hypothesis in respect of these items was accepted. This implies that respondents did not
differ significantly on the extent of application of ICT in instruction delivery activities in the
three higher institutions in Akwa Ibom State. Therefore, the null hypothesis is accepted. Also
since the between grouped variance for all the eighteen items were not substantially greater
than their corresponding within group variance, this indicated that the difference between
means is probably a reflection of sampling error. Therefore, the conclusion is that, there is no
significance difference among the three respondents groups in respect of environment
regarding their opinion on the extent of application of ICT in instruction delivery in higher
institutions in Akwa Ibom State.
Hull Hypothesis 3 (Ho3)
Ho3: There is no significant difference between the Mean responses of lecturers in
University of Uyo, College of Education and College of Arts and Science on the
application of ICT in individualized learning in higher institutions in Akwa Ibom
State.
Table 8
Analysis of Variance on the Mean responses of Lecturers in University of Uyo, Akwa Ibom
State College of Education and College of Arts and Science on the application of ICT in
individualized learning activities S/N Individualized learning
activities
SST Df SSb SSw F.ratio P-value
(sig.)
F.tab Remarks
1 Creating word processing
document or files
71.83
287
0.43
0.25
1.72
0.18
2.99
NS
2 Multimedia presentations and
electronic whiteboards 91.88 287 0.69 0.32 2.17 0.12
2.99
NS
3 Browsing on Net 66.99 287 0.01 0.24 0.05 0.95
2.99
NS
4 Creating tables 87.78 287 0.28 0.31 0.91 0.41
2.99
NS
5 Storing and retrieving information 59.50 287 0.02 0.21 0.09 0.91
2.99
NS
6 Preparing slides 145.65 287 0.04 0.51 0.08 0.92
2.99
NS
7 Creating desktop publishing
document
109.28
287
0.12
0.38
0.31
0.73
2.99
NS
8 Selecting and customizing
instructional software to fit
students' needs
77.83 287 0.12 0.27 0.43 0.65
2.99
NS
9 Drill and practice 56.99 287 0.02 0.20 0.12 0.89 2.99 NS
10 Record-keeping 84.65 287 0.16 0.30 0.53 0.59 2.99 NS
11 Computing students grades 121.88 287 0.67 0.42 1.58 0.21 2.99 NS
12 Generating charts 232.58 287 0.48 0.81 0.59 0.55 2.99
NS
13 Entering, organizing, and sorting
of data
70.16
287
0.22
0.25
0.90
0.41
2.99
NS
Key: SST = Total Sum of Squares, df = degree of freedom, SSb = Sum of Square Between Group, SSw = Sum of
Squares Within Group, F.ratio = Calculated value, F.tab = tabulated F value, NS = No Significance
66
Data in table 8 revealed that F-ratio value for the thirteen items were less than the F-
table of 2.99 at 0.05 level of probability and 2 and 287 degree of freedom. This means that
the hypothesis in respect of these items was accepted. This implies that respondents did not
differ significantly on the extent of application of ICT in individualized learning activities in
the three higher institutions in Akwa Ibom State. Therefore, the null hypothesis is accepted.
Also since the between grouped variance for all the thirteen items were not substantially
greater than their corresponding within group variance, this indicated that the difference
between means is probably a reflection of sampling error. Therefore, the conclusion is that,
there is no significance difference among the three respondents groups in respect of
environment regarding their opinion on the extent of application of ICT in individualized
learning activities in higher institutions in Akwa Ibom State.
Findings of the Study
The following findings emerged from the study based on the research questions
answered and the hypotheses tested.
1. The respondents agreed that ICT is applied by lecturers in lesson preparation activities
such as preparing exercise sheets, lesson note and plan, downloading or updating
lecture materials, preparing multimedia presentation, preparing lesson slides,
designing learning strategies, printing out materials from the net, surfing for learning
experience abroad in preparing lectures, obtaining relevant and suitable resources for
a given topic and subject available on the net, locating teaching method suitable to a
particular topic, and preparing assignment, quiz, test and examination questions.
2. The respondents agreed that ICT are not applied by lecturers in instruction delivery
activities such as projecting day’s learning objectives to students, managing and
engaging in an online class discussion, presentation of instructional contents in
textual, audio, visual and audio-visual forms, involvement of students in a role play
scenario, posting notice and course content on screen for students, introducing
previous lesson, publishing students result, presenting or introducing new content,
using synchronous online lecture delivery system, using asynchronous online lecture
delivery system, using Skype for online instructional delivery, and using blogs for
online instructional delivery.
67
3. The respondents agreed that ICT are not applied by lecturers in individualized
learning activities such as selecting and customizing industrial software to fit
students’ needs, and drill and practice activities.
4. The respondents agreed that ICT are not applied by lecturers in evaluation of learning
activities such as disseminating information directly to students, colleagues and
parents, marking quiz, test, examination and assignment, and pass-wording exam, test,
quiz and assignment questions files.
5. Constrains to the application of ICT in teaching and learning by lecturers in higher
institutions are:
1. Difficulty in reading on a computer screen
2. Limited space on the screen or slides to explain or elaborate concept
3. Students lack of knowledge of using ICT tools
4. Insufficient computers for practical classes
5. Low maintenance rate of the few available equipment
6. Lack of laboratory for effective practical sessions
7. Difficulty in connecting computer with overhead projector
8. Lack of technical assistant in fixing the tools
9. Power outage or interruption
10. Slow or inconsistent Internet connectivity
11. Computer breakdowns
12. Lack of competence in using computer for instruction delivery
13. No confidence in using computer in classroom
14. Lack of support by the school administration on the use of computer for
teaching
15. Lack of ICT training on instructional delivery
16. Data security issues
17. Integrating and using different ICT tools in a single lesson
18. Absence of access to the necessary technology at the homes of students
The findings from the hypotheses tested revealed that:
6. There was no significant difference among the mean responses of lecturers on the
extent of application of ICT in lesson preparation activities for all the items.
68
7. There was no significant difference among the mean responses of lecturers on the
extent of application of ICT in instruction delivery activities for all the items.
8. There was no significant difference among the mean responses of lecturers on the
extent of application of ICT in individualized learning activities for all the items.
Discussion of Findings
Discussion of the findings are organized and presented to correspond with research
questions and hypotheses. The findings in table 1 showed lesson preparation activities in
higher institutions in Akwa Ibom State that lecturers applied ICT in the response option of
very great extent, great extent and moderate extent. The results revealed aspect of the
response options of very great extent application of ICT in lesson preparation with preparing
exercise sheets, preparing lesson note and plan, printing out materials from the Net, and
preparing assignment, quiz, test and examination questions. The response options of great
extent of application of ICT in lesson preparation activities were downloading or updating
lecture materials, and surfing for learning experience abroad in preparing lectures. Moderate
extent of application of ICT in lesson preparation activities response options were preparing
multimedia presentation, preparing lesson slides, designing learning strategies, obtaining
relevant and suitable resources for a given topic and subject available on the Net, and locating
teaching methods suitable to a particular topic on the Net.
However, the findings is in line with Roblyer and Edwards (2000) that ICT are
applied by lecturers for searching topics, information, and locating teaching materials on Net,
word processing their lesson note, and downloading or update lecture materials such as
textbook, handouts, and articles. According to BECTA (2004) application of ICT in lesson
preparation of worksheet, writing students’ report and individual education plan, collating
and analyzing students’ attainment information for target setting assist in reducing lecturers’
workloads. In the same vein, Turner (2008) maintained that ICT are used by teachers and
lecturers to produce letters, worksheets, puzzles, problem sets, handouts, bulletin board
materials, forms.
The result of analysis of variance (ANOVA) in table 6 revealed that significant
difference did not exist among the mean responses of lecturers in University of Uyo, College
of Education, Afaha Nsit and College of Arts and Science on the application of ICT in lesson
69
preparation activities in Akwa Ibom State. Therefore, null hypothesis was accepted on all the
eleven items on the extent of application of ICT in lesson preparation in higher institutions in
Akwa Ibom State. This is because the calculated F-value for all the eleven items were below
the table F-value. In line with this finding, Mathews (1999) maintained that every higher
institution in Nigeria has her own ICT centres for effective training of staff and students the
applicability of ICT in teaching and learning.
The findings in table 2 shows instruction delivery activities that ICT are not been
applied to by lecturers in higher institutions. These instruction delivery activities include;
projecting day’s learning objectives to students; managing and engaging in an online class
discussion; presentation of instructional contents in textual, audio, visual and audio-visual
forms; involvement of students in a role play scenario; posting notice and course content on
screen for students; introducing previous lesson; publishing students result; presenting or
introducing new content; using synchronous online lecture delivery system; using
asynchronous online lecture delivery system; using Skype for online instructional delivery;
and using blogs for online instructional delivery. This might be due to the fact that lecturers
had little or no skills for these activities or they lack enough training opportunities for
applying ICT facilities in performing these activities. The findings of the study are in
agreement with the study of Pelgrum (2001) that enough training opportunities were not
given to lecturers in the use of ICT in classroom environment. In-service training of lecturers
becomes a stepping stone in the application of ICT in delivery of instruction by lecturers in
higher institutions in Akwa Ibom State.
The table also shows instruction delivery activities that ICT are applied to by lecturers
in higher institutions. These instruction delivery activities include; use of whiteboard and
video projector in delivery lesson; illustration and plotting of graphs; use of interactive
media, modems, satellites; in quiz, test, examination and assignment; retrieving students
assignment or term papers; and communicating with students. This findings is in agreement
with Afolabi (2001) that modem enable lecturers have access on e-mail, list server which
provides a form of a tutorial group discussion to complement lecture presentation. Daniel
(1999) stated that computer enables lecturers to deliver their instructions to students at
anytime and place without geographical bounds on the Net.
70
The findings also confirms that of Shuell and Farber (2001) that multimedia involves
processing, storage, generation, manipulation and retention of multimedia system, and the
resources could include text files, pictures, video, audio, databases, archives, library catalogs,
course notes, relevant links to various websites and easy access to search engines available on
the Internet. The above study supported this current study on the importance of ICT in
teaching and learning process. The finding is not different from Ogunbote and Adesoye
(2006) which expressed that multimedia technology adds new dimension to learning
experiences because concepts were easier to present and comprehend when the words are
complemented with images and animations.
The result of analysis of variance (ANOVA) in table 7 revealed that significant
difference did not exist among the mean responses of lecturers in University of Uyo, College
of Education, Afaha Nsit and College of Arts and Science on the application of ICT in
instruction delivery activities in Akwa Ibom State. Therefore, null hypothesis was accepted in
all the eighteen items on the extent of application of ICT in lesson preparation in higher
institutions in Akwa Ibom State. This is because the calculated F-value for all the eighteen
items were below the table F-value.
The results from the data in table 3 indicated individualized learning activities
lecturers applied ICT for in higher institutions. These include creating word processing
document or files; multimedia and electronic whiteboards presentations; browsing on Net,
creating tables; storing and retrieving information; preparing slides; creating desktop
publishing document; record keeping; communicating with students’ grades; generating
charts; and entering, organizing, and sorting of data. This findings confirms with that of
Haddad (2003) that lecturers applied ICT to perform respective computing tasks on their
own, such task include; conducting entertaining activities, playing computer games; reading
online newspapers; searching information on the Net; browsing for electronic books; storing
and retrieving digital resource; using e-learning platform to conduct learning activities
(revisiting lesson presentation documents). The findings is also in agreement with Ezemma
(2007) that through the application of ICT for individualized learning that lecturers possessed
different ICT competences ranging from simple to advance ones. Individualized learning
through ICT facilities serve as leisure activities to lecturers and exposed them to hidden skill
in using ICT in teaching and learning process.
71
The table also reveals that two individualized learning activities recorded very little
extent of application of ICT to those items, which means lecturers do not applied ICT in
individualized learning in those two items. This is reaffirm by the study of Lau and Sim
(2008) where the lecturers reported making frequent application of ICT, either daily or
weekly for teaching and instructional support at 75%, with less frequently use of ICT for
communication with peers at 26%. In the similar study, Ajayi, Ekundayo & Haastrup (2009)
contended that lecturers applied ICT in individualized learning activities for searching
information and reaching out to learning experiences on the Net.
The result of analysis of variance (ANOVA) in table 8 revealed that significant
difference did not exist among the mean responses of lecturers in University of Uyo, College
of Education, Afaha Nsit and College of Arts and Science on the application of ICT in
individualized learning activities in Akwa Ibom State. Therefore, null hypothesis was
accepted in all the thirteen items on the extent of application of ICT in individualized
learning in higher institutions in Akwa Ibom State. This is because the calculated F-value for
all thirteen items were below the F-table value at 0.05 level of probability.
Results from table 4 revealed that ICT was applied by lecturers in six evaluation of
learning activities in higher institutions with response option ranging from moderate extent to
very great extent. This evaluation of learning activities include: collection of information and
feedback directly from students, colleagues and parents; keeping students records; monitoring
students’ performance; computing students grades; comparing students grades; assigning
students grades or scores; and entering, organizing and sorting students results. The findings
is in agreement with that of Corner (2004) that lecturers in different institution or part of the
globe applied ICT to access e-mail service which could be used to route assignment to
students, submit completed assignment to lecturers and make enquiries and receive feedback
for teaching and learning. However, application of ICT in evaluation of learning help in
reducing examination malpractice, enable lecturers to keep students records, monitor students
progress and retrieved and update student result if need be, also solved the problem of
retyping the entire result.
The finding also revealed that three activities for evaluation of learning through ICT
are stated little extent and very little extent application of ICT by lecturers in higher
institutions. This finding of the study oppose the view of Afolabi (2001) that lecturers applied
72
ICT in disseminating information directly to students, colleagues and parents; marking quiz,
test, examination and assignment; and in pass-wording exam, test, quiz and assignment
questions files.
Data in table 5 revealed the constraints to the application of ICT in teaching and
learning by lecturers in higher institutions with the response options ranging from moderate
extent very great extent constraints. These constraints includes: difficulty in reading on a
computer screen, limited space on the screen or slides to explain or elaborate concept,
students lack of knowledge of using ICT tools, insufficient computers for practical classes,
low maintenance rate of the few available equipment, lack of laboratory for effective
practical sessions, difficulty in connecting computer with overhead projector, lack of
technical assistant in fixing the tools, power outage or interruption, slow or inconsistent
internet connectivity, computer breakdowns, lack of competence in using computer for
instruction delivery, no confidence in using computer in classroom, lack of support by the
school administration on the use of computer for teaching, lack of ICT training on
instructional delivery, data security issues, integrating and using of different ICT tools in a
single lesson, and absence of access to the necessary technology at homes by students.
However, application of ICT in teaching and learning is dependent upon availability facilities
needed by the lecturers and the training offered by those concerned. The results of the
findings shown that availability of ICT facilities are poor, thus application in teaching and
learning is hindered. This agrees with the observation of Ozoji (2003) that non-availability
greatly hinders access and the use of ICT is also hindered by the inability of the teachers to
teach constructively using ICT due to lack of its technical knowledge and qualification on
their part. This is also backed by a study of Adomi & Anie (2006) that the causes of low
application ICT in teaching and learning are due to limited infrastructure facilities, frequent
electricity interruption, inadequate ICT facilities, inadequate ICT manpower, and high cost of
ICT facilities. He confirms that ICT development and application are not well established in
Nigeria higher institution because of poor ICT infrastructure.
73
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem
Higher institutions main focus is the training and development of Nation’s manpower
that should be enterprising and self-reliant. It is in these institutions that students are helped
to acquire skills that will sustain them for life so as to meet with the modern society of
information and communication technology. Application of ICT in teaching and learning is
an aspect that will reform and innovate teaching, that is, it will stimulate learners to learn
actively and independently in a self-directed way and/or in collaboration with others. It will
equip tomorrow’s employees and customers with the requisite competence and knowledge to
use ICT within their work as well as being self-reliant. However, it is discovered that most of
the level of application of ICT by lecturers of higher institutions are in administrative and
personal activities. A higher level to which ICT is being applied by lecturers is teaching with
ICT or through ICT, that is, the presentation and distribution of instructional content through
web environment (e-teaching) or systems are not achieved. Perhaps, this may have been
responsible for the inability of the higher institutions graduates to secure employment in the
industries or be self-employed as pointed out by NABTEB. Consequently, many of these
higher institutions graduates are found in the streets without job because their training is
inadequate for societal needs. Though higher institutions lecturers are faced with constraint to
the Application of ICT in teaching of limited space on the screen, difficulty in reading on a
computer screen, slow internet connectivity, problem of data security, lack of confidence in
using computer in classroom, lack of training on instructional delivery, computer breakdown,
lack of technical assistants, inadequate computers, and students lack of knowledge of using
ICT tools. The task still remained that lecturers should apply ICT to enhance teaching and
learning in personal, subject and teaching competencies where skills, knowledge and
understanding of when, when not and how to apply ICT effectively in teaching a particular
course is paramount. Despite the important of ICT in teaching and learning process, it is still
one of the neglected areas in higher institutions. It is receiving very little attention in most
tertiary institutions. Hence the purpose of this study is to assess the extent of application of
ICT in teaching and learning in higher institutions in Akwa Ibom State.
72
74
Summary of Procedures Used
The study is a descriptive survey designed to assess the application of information and
communication technology in higher institutions in Akwa Ibom State. The specific objectives
of the study were to assess the:
(1) application of ICT in lesson preparation in higher institutions in Akwa Ibom State.
(2) application of ICT in instruction delivery in higher institutions in Akwa Ibom State.
(3) application of ICT in individualized learning in higher institutions in Akwa Ibom
State.
(4) application of ICT in evaluation of learning in higher institutions in Akwa Ibom State.
(5) constraints to the application of ICT in teaching in higher institutions in Akwa Ibom
State.
In order to achieve these objectives, five research questions were formulated to
achieve the study. The population was one thousand four hundred and seventy-six (1476). A
sample of two hundred and ninety-five (295) respondents was used for the study. A 5-point
rating scale made up of 70 structured questionnaire items were used for the purpose of
collecting data for the study. The questionnaire was face-validated by three lecturers and
tested using Cronbach Alpha reliability techniques to determine the internal consistency
which yielded a reliability coefficient of 0.67, 0.76, 0.70, 0.85, and 0.88 in respect of section
B, part I to V items of the instrument. The data collected were analyzed using mean, standard
deviation and analysis of variance (ANOVA) statistic was used to test three null hypotheses
at 0.05 level of probability.
Principal Findings
Based on the data analysed, it was found out that,
1. ICT was applied by lecturers in lesson preparation activities in higher institutions in
Akwa Ibom State.
2. ICT was applied in very little extent by lecturers in delivery of instruction in higher
institutions in Akwa Ibom State.
3. ICT was applied by lecturers in a great extent in individualized learning in higher
institutions in Akwa Ibom State.
75
4. ICT was applied in a moderate extent by lecturers in evaluation of learning activities
in higher institutions in Akwa Ibom State.
5. Lecturer experience very great extent of constraints to the application of ICT in
teaching and learning in higher institutions in Akwa Ibom State.
6. There was no significant difference among the mean responses of the lecturers on the
extent of application of ICT in lesson preparation in the three higher institutions in
Akwa Ibom State.
7. There was no significant difference among the mean response of the lecturers on the
extent of application of ICT in instruction delivery in the three higher institutions in
Akwa Ibom State.
8. There was no significant difference among the mean response of the lecturers on the
extent of application of ICT in individualized learning in the three higher institutions
in Akwa Ibom State.
Conclusion
On the basis of the findings it can be deduced that ICT was applied by lecturers to a
great extent in lesson preparation activities, individualized learning but moderation extent in
evaluation of learning activities in higher institutions in Akwa Ibom State. To this extent, the
stated objective on the extent of application of ICT in lesson preparation and individualized
learning was achieved. While application of ICT in instruction delivery was not achieved
because of very little extent of application of ICT by lecturers in higher institutions in Akwa
Ibom State.
Based on the study, constraints were encountered lecturers in applying ICT in
teaching and learning in higher institutions in Akwa Ibom State. These constraints included
difficulty in reading on a computer screen, limited space on the screen or slides to explain or
elaborate concept, students lack of knowledge of using ICT tools, insufficient computers for
practical classes, low maintenance rate of the few available equipment, lack of laboratory for
effective practical sessions, difficulty in connecting computer with overhead projector, lack
of technical assistant in fixing the tools, power outage or interruption, slow or inconsistent
internet connectivity, computer breakdowns, lack of competence in using computer for
instruction delivery, no confidence in using computer in classroom, lack of support by the
76
school administration on the use of computer for teaching, lack of ICT training on
instructional delivery, data security issues, integrating and using of different ICT tools in a
single lesson, and absence of access to the necessary technology at homes by students.
Therefore, ICT facilities and training of staff be made adequate and accessible to enhance its
application in teaching and learning process.
Implication for the Study
The study has implications for Government (Federal and State), higher institutions
administrators and the ministry of education, higher institutions lecturers. The results
revealed moderate extent and very little extent application of ICT in evaluation of learning
activities, instruction delivery, and a very great extent of constraints encountered by lecturers
in application of ICT in teaching and learning in higher institutions in Akwa Ibom State.
The lecturers have important roles to play for updating their knowledge through
seminars, workshops and retraining on the current pedagogic of delivery of instructions and
evaluation of students learning. Government should sponsor lecturers to attend seminars and
workshops so as to increase their exposure on the application of ICT in teaching and learning
in higher institutions.
The findings have implications for government, ICT policy cannot be achieved
without the government providing adequate ICT facilities that can be used by lecturers in
teaching and learning not only on administration purposes to higher institutions. However,
both government and education administrators should study and understand the factors
responsible for poor application of ICT in teaching and learning in higher institutions with a
view to make budgetary provision to incorporate such needs as the provision of
infrastructural facilities, in-service training, curriculum review to accommodate ICT
application in teaching and learning in education setting.
Ministry of education should through federal and state government procured ICT
equipment/facilities to lecturers at subsidized rate to enable them apply it for individualized
learning so as to motivate and give them confidence in applying them in teaching and
learning in higher institutions.
77
Recommendations
Based on the findings of this study, the following recommendations were made:
1. Government should always provide fund for procurement of ICT equipment in the
higher institutions so as to curb the constraints of inadequacy of ICT facilities
2. The government through the ministry of education should conduct periodic review of
ICT facilities with a view to update them in higher institutions in Akwa Ibom State.
3. Higher institutions administrators should collaborate with non-governmental
organisations to establish a good ICT centres in all the faculties of higher institutions.
4. The Federal Government should make the development of lecturers’ ICT
competencies a priority and set targets when all long serving and newly qualified
teachers are expected to become ICT literate to mandatory standards.
5. The universities should form a consortium to purchase bandwidth. This will enable
them purchase a greater volume which will lower the marginal cost of that bandwidth.
6. The university administration in conjunction with the government should put in place
modalities to enable undergraduate students to acquire their personal computers. This
will not only alleviate the problem of computer literacy, but also enhance students’
access and use.
Suggestions for Further Studies
The following suggestions are made for further studies.
1. Strategies for improving the application of ICT in teaching and learning in higher
institutions in Nigeria.
2. Maintenance Culture of ICT Laboratory for improving teaching and learning through
ICT in Higher Institutions in Nigeria.
3. Lecturers’ need of competencies for developing and maintaining educational website
in higher institutions in Nigeria.
78
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Appendix I
Department of Vocational Teacher Education
University of Nigeria, Nsukka
20th
October, 2011.
Dear Sir/Madam,
Request for Validation of Research Instrument
I am a postgraduate student of the above Department and University, currently undertaking a
research project on Assessment of the Application of Information and Communication
Technology (ICT) in Teaching and Learning in Higher Institutions in Akwa Ibom State,
Nigeria.
The study aims at assess the extent of application of ICT in lesson preparing; instruction
delivery; individualized learning, evaluation of learning, and constraints to the application of
ICT by lecturers in higher institution in Akwa Ibom State.
Thanks for your cooperation.
Yours faithfully,
Edem Solomon Sunday
PG/M.ED/09/50616
(Researcher)
89
90
91
Appendix III
Faculty of Education
Department of Vocational Teacher Education,
Computer Education Unit,
University of Nigeria,
Nsukka
Date:
………………………………….
………………………………….
………………………………….
Dear Respondents,
REQUEST FOR COMPLETION OF RESEARCH QUESTIONNAIRE
I am a postgraduate student of the above-named University carrying out a research
project on the topic: Assessment of the Application of ICT in teaching and learning in higher
institutions in Akwa Ibom State.
You are pleased requested to respond to the attached questionnaire instrument. Any
information supplied is for academic purpose only and will be treated as confidential please.
Yours sincerely,
Edem Solomon S.
92
Appendix IV
ICT APPLICATION QUESTIONNAIRE FOR LECTURERS
TOPIC: Assessment of the Application of Information and Communication Technology
in Teaching and Learning in Higher Institutions in Akwa Ibom State, Nigeria.
SECTION A
Personal Data
1. Name of Institution:………………………………………………………………
2. Sex: Male [ ], Female [ ]
3. Education Qualification: (a) B.Sc/B.Ed [ ], (b) M.Sc/Med [ ], (c) PhD [ ]
4. Years of Experience: (a) 1 - 5 years [ ], (b) 6 – 10 years [ ], (c) 11 or above [ ]
SECTION B
Key: Very Great Extent (VGE) – 5
Great Extent (GE) – 4
Moderate Extent (ME) – 3
Little Extent (LE) – 2
Very Little Extent (VLE) – 1
Part I
Please indicate extent of application of ICT in the following lesson preparation activities in
your higher Institution
S/N Item Statements VGE GE ME LE VLE
1 Preparing exercise sheets
2 Preparing lesson note and plan
3 Downloading or updating lecture materials
4 Preparing multimedia presentation
5 Preparing lesson slides
6 Designing learning strategies
7 Printing out materials from the Net such as journals,
textbooks, magazines, standard books etc.
8 Surfing for learning experience abroad in preparing
lectures
93
9 Obtaining relevant and suitable resources for a given
topic and subject available on the Net
10 Locating teaching methods suitable to a particular
topic on the Net
11 Preparing assignment, quiz, test and examination
questions
Part II
Please indicate extent of application of ICT in the following instruction delivery activities in
your higher Institution
S/N Item Statements VGE GE ME LE VLE
12 Projecting day’s learning objectives to students
13 Managing and engaging in an online class discussion
14 Use of whiteboard and video projector in delivery
lesson
15 Illustration and plotting of graphs
16 Presentation of instructional contents in textual,
audio, visual and audio-visual forms
17 Involvement of students in a role play scenario
18 Use of interactive media, modems, satellites
19 Posting notice and course content on screen for
students
20 Introducing previous lesson
21 In quiz, test, examination and assignment
22 Publishing students result
23 Retrieving students assignment or term papers
24 Presenting or introducing new content
25 Using synchronous online lecture delivery system
26 Using asynchronous online lecture delivery system
27 Using Skype for online instructional delivery
28 Using blogs for online instructional delivery
29 Communicating with students
94
Part III
Please indicate extent of application of ICT in the following individualized learning activities
in your higher institution
S/N Item Statements VGE GE ME LE VLE
30 Creating word processing document or files
31 Multimedia presentations and electronic whiteboards
32 Browsing on Net
33 Creating tables
34 Storing and retrieving information
35 Preparing slides
36 Creating desktop publishing document
37 Selecting and customizing instructional software to fit
students' needs
38 Drill and practice
39 Record-keeping
40 Computing students grades
41 Generating charts
42 Entering, organizing, and sorting of data
Part IV
Please indicate extent of application of ICT in the following evaluation of learning activities
in your higher Institution
S/N Item Statements VGE GE ME LE VLE
43 Disseminating information directly to students,
colleagues and parents.
44 Collection of information and feedback directly from
students, colleagues and parents.
45 Marking quiz, test, examination and assignment
46 Keeping students records.
47 Monitoring students performance
48 Computing students grades
49 Comparing students grades
50 Assigning students grades or scores
95
51 Pass wording exam, test, quiz and assignment questions
files
52 Enter, organize and sorting students results
Part IV
Please indicate constraints to the application of ICT in teaching and learning in your higher
institution
S/N Item Statements VGE GE ME LE VLE
53 Difficulty in reading on a computer screen
54 Limited space on the screen or slides to explain or
elaborate concept
55 Students lack of knowledge of using ICT tools
56 Insufficient computers for practical classes
57 Low maintenance rate of the few available equipment
58 Lack of laboratory for effective practical sessions
59 Difficulty in connecting computer with overhead
projector
60 Lack of technical assistant in fixing the tools
61 Power outage or interruption
62 Slow or inconsistent Internet connectivity
63 Computer breakdowns
64 Lack of competence in using computer for instruction
delivery
65 No confidence in using computer in classroom
66 Lack of support by the school administration on the use of
computer for teaching
67 Lack of ICT training on instructional delivery
68 Data security issues
69 Integrating and using different ICT tools in a single
lesson
70 Absence of access to the necessary technology at the
homes of students
96
Appendix V
Table 1: Population Distribution of Respondents according to institutions
S/N Institutions No. of
Lecturers
20% of
Lecturers
Sampled
1 University of Uyo 1183 237
2 Akwa Ibom State College of Education 191 38
3 College of Arts and Science, Nung Ukim 102 20
Total 1476 295
Source: Academic Affairs and Establishment Unit of the institutions as at September, 2011
97
Appendix VI
Results of Data Analysed
Part I Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the procedure
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items N of Items
.671 .668 11
Summary Item Statistics
Mean Minimum Maximum Range
Maximum /
Minimum Variance N of Items
Item Means 4.359 3.850 4.800 .950 1.247 .075 11
Item Variances .506 .274 1.503 1.229 5.490 .125 11
Inter-Item
Covariances .079 -.116 .453 .568 -3.909 .018 11
Scale Statistics
Mean Variance
Std.
Deviation N of Items
47.9500 14.261 3.77631 11
98
Part II Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's Alpha
Based on
Standardized
Items N of Items
.760 .795 18
Summary Item Statistics
Mean Minimum Maximum Range
Maximum /
Minimum Variance N of Items
Item Means 2.864 1.050 4.950 3.900 4.714 1.846 18
Item Variances .347 .050 .989 .939 19.789 .057 18
Scale Statistics
Mean Variance
Std.
Deviation N of Items
51.5500 22.155 4.70694 18
99
Part III Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items N of Items
.696 .651 11
Summary Item Statistics
Mean Minimum Maximum Range
Maximum /
Minimum Variance N of Items
Item Means 3.964 1.750 4.950 3.200 2.829 1.114 11
Item Variances .416 .050 .892 .842 17.842 .097 11
Scale Statistics
Mean Variance
Std.
Deviation N of Items
43.6000 12.463 3.53032 11
100
Part IV Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items N of Items
.846 .888 10
Summary Item Statistics
Mean Minimum Maximum Range
Maximum
/ Minimum Variance
N of
Items
Item Means 1.724 1.019 2.746 1.728 2.696 .498 10
Item Variances .975 .019 2.184 2.166 117.990 .631 10
Inter-Item Covariances .325 -.485 1.688 2.173 -3.477 .203 10
Scale Statistics
Mean Variance
Std.
Deviation N of Items
18.9671 46.494 6.81867 10
101
Part IV Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items N of Items
.877 .875 18
Summary Item Statistics
Mean Minimum Maximum Range
Maximum /
Minimum Variance
N of
Items
Item Means 4.779 4.577 4.981 .404 1.088 .019 18
Item Variances .155 .019 .245 .227 13.242 .007 18
Inter-Item Covariances .046 -.027 .234 .262 -8.558 .003 18
Scale Statistics
Mean Variance
Std.
Deviation N of Items
81.2488 15.093 3.88503 18
102
Appendix VI
Result of Data Analysed
PART I: LESSON PREPARATION ACTIVITIES
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
LPIT1 288 4.00 5.00 4.6424 .48014 .231
LPIT2 288 4.00 5.00 4.6840 .46571 .217
LPIT3 288 3.00 5.00 4.2882 .62770 .394
LPIT4 288 2.00 4.00 3.3333 .49386 .244
LPIT5 288 3.00 5.00 3.3299 .48555 .236
LPIT6 288 2.00 4.00 2.7083 .53939 .291
LPIT7 288 4.00 5.00 4.7569 .42967 .185
LPIT8 288 2.00 5.00 3.6250 .80395 .646
LPIT9 288 3.00 5.00 3.4826 .52768 .278
LPIT10 288 2.00 4.00 3.3819 .57226 .327
LPIT11 288 4.00 5.00 4.7292 .44516 .198
Valid N (listwise) 288
PART II: INSTRUCTION DELIVERY ACTIVITIES
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
INDIT12 288 2.00 4.00 2.1215 .33779 .114
INDIT13 288 1.00 3.00 1.7014 .47340 .224
INDIT14 288 2.00 4.00 3.0347 .39000 .152
INDIT15 288 3.00 5.00 3.7465 .50259 .253
INDIT16 288 1.00 3.00 1.4618 .50634 .256
INDIT17 288 1.00 2.00 1.5451 .49883 .249
INDIT18 288 3.00 5.00 3.3924 .54951 .302
INDIT19 288 1.00 4.00 1.7188 .73778 .544
INDIT20 288 1.00 3.00 1.9931 .72291 .523
INDIT21 288 2.00 5.00 3.5174 .57809 .334
INDIT22 288 1.00 4.00 2.2222 .85086 .724
INDIT23 288 3.00 5.00 4.1632 .69174 .479
103
INDIT24 288 1.00 3.00 1.9826 .68052 .463
INDIT25 288 1.00 2.00 1.1389 .34643 .120
INDIT26 288 1.00 2.00 1.1111 .31482 .099
INDIT27 288 1.00 2.00 1.1285 .33520 .112
INDIT28 288 1.00 2.00 1.1042 .30601 .094
INDIT29 288 3.00 5.00 4.3090 .71201 .507
Valid N (listwise) 288
PART III: INDIVIDUALIZED LEARNING ACTIVITIES
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
INDLT30 288 4.00 5.00 4.4757 .50028 .250
INDLT31 288 2.00 4.00 2.5208 .56579 .320
INDLT32 288 4.00 5.00 4.6319 .48312 .233
INDLT33 288 3.00 5.00 3.4722 .55303 .306
INDLT34 288 4.00 5.00 4.7083 .45532 .207
INDLT35 288 2.00 4.00 3.4097 .71239 .508
INDLT36 288 2.00 4.00 3.0972 .61706 .381
INDLT37 288 1.00 3.00 1.4132 .52075 .271
INDLT38 288 1.00 3.00 1.2431 .44560 .199
INDLT39 288 3.00 5.00 4.1597 .54310 .295
INDLT40 288 3.00 5.00 4.3125 .65165 .425
INDLT41 288 2.00 5.00 4.0382 .90021 .810
INDLT42 288 4.00 5.00 4.5799 .49444 .244
Valid N (listwise) 288
PART IV: EVALUATION OF LEARNING ACTIVITIES
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
EVLIT43 288 1.00 3.00 1.5069 .54096 .293
EVLIT44 288 2.00 4.00 3.0486 .68666 .471
EVLIT45 288 1.00 3.00 1.0174 .15520 .024
EVLIT46 288 4.00 5.00 4.5590 .49737 .247
104
EVLIT47 288 2.00 4.00 2.6042 .49694 .247
EVLIT48 288 3.00 5.00 4.5243 .50720 .257
EVLIT49 288 4.00 5.00 4.1736 .37943 .144
EVLIT50 288 2.00 5.00 4.5035 .52131 .272
EVLIT51 288 1.00 3.00 1.6319 .50429 .254
EVLIT52 288 4.00 5.00 4.5799 .49444 .244
Valid N (listwise) 288
PART V: CONSTRAINTS TO THE APPLICATION OF ICT
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
CONIT53 288 3.00 5.00 4.4757 .53397 .285
CONIT54 288 3.00 5.00 4.6424 .51515 .265
CONIT55 288 3.00 5.00 3.6076 .51005 .260
CONIT56 288 3.00 5.00 3.9063 .57977 .336
CONIT57 288 3.00 5.00 4.4722 .56549 .320
CONIT58 288 3.00 5.00 3.5243 .50720 .257
CONIT59 288 2.00 4.00 3.5035 .50777 .258
CONIT60 288 3.00 5.00 3.6944 .46893 .220
CONIT61 288 3.00 5.00 4.5729 .50938 .259
CONIT62 288 4.00 5.00 4.5069 .50082 .251
CONIT63 288 3.00 5.00 3.4444 .50472 .255
CONIT64 288 2.00 4.00 3.5139 .51441 .265
CONIT65 288 2.00 4.00 3.1181 .69840 .488
CONIT66 288 3.00 4.00 3.8542 .35355 .125
CONIT67 288 2.00 4.00 3.5243 .52075 .271
CONIT68 288 2.00 5.00 4.3542 .52090 .271
CONIT69 288 2.00 5.00 3.1806 .45191 .204
CONIT70 288 2.00 5.00 4.3333 .59028 .348
Valid N (listwise) 288
105
ANOVA ON LESSON PREPARATION ACTIVITIES
Sum of Squares df Mean Square F Sig.
LPIT1 Between Groups .395 2 .197 .855 .426
Within Groups 65.769 285 .231
Total 66.163 287
LPIT2 Between Groups .170 2 .085 .390 .677
Within Groups 62.077 285 .218
Total 62.247 287
LPIT3 Between Groups 1.151 2 .576 1.466 .233
Within Groups 111.928 285 .393
Total 113.080 287
LPIT4 Between Groups .086 2 .043 .176 .839
Within Groups 69.914 285 .245
Total 70.000 287
LPIT5 Between Groups .078 2 .039 .164 .849
Within Groups 67.586 285 .237
Total 67.663 287
LPIT6 Between Groups .117 2 .058 .200 .819
Within Groups 83.383 285 .293
Total 83.500 287
LPIT7 Between Groups .070 2 .035 .188 .829
Within Groups 52.916 285 .186
Total 52.986 287
LPIT8 Between Groups .360 2 .180 .277 .758
Within Groups 185.140 285 .650
Total 185.500 287
LPIT9 Between Groups .625 2 .313 1.124 .326
Within Groups 79.288 285 .278
Total 79.913 287
LPIT10 Between Groups .420 2 .210 .640 .528
Within Groups 93.566 285 .328
Total 93.986 287
LPIT11 Between Groups .013 2 .007 .033 .968
Within Groups 56.862 285 .200
Total 56.875 287
106
ANOVA ON INSTRUCTION DELIVERY ACTIVITIES
Sum of Squares df Mean Square F Sig.
INDIT12 Between Groups .192 2 .096 .841 .432
Within Groups 32.554 285 .114
Total 32.747 287
INDIT13 Between Groups .430 2 .215 .958 .385
Within Groups 63.890 285 .224
Total 64.319 287
INDIT14 Between Groups .055 2 .027 .180 .836
Within Groups 43.598 285 .153
Total 43.653 287
INDIT15 Between Groups .541 2 .271 1.072 .344
Within Groups 71.955 285 .252
Total 72.497 287
INDIT16 Between Groups .170 2 .085 .330 .719
Within Groups 73.410 285 .258
Total 73.580 287
INDIT17 Between Groups .071 2 .035 .141 .868
Within Groups 71.343 285 .250
Total 71.413 287
INDIT18 Between Groups 1.447 2 .724 2.420 .091
Within Groups 85.216 285 .299
Total 86.663 287
INDIT19 Between Groups 1.153 2 .576 1.060 .348
Within Groups 155.066 285 .544
Total 156.219 287
INDIT20 Between Groups .256 2 .128 .243 .784
Within Groups 149.730 285 .525
Total 149.986 287
INDIT21 Between Groups .468 2 .234 .699 .498
Within Groups 95.445 285 .335
Total 95.913 287
INDIT22 Between Groups .366 2 .183 .252 .778
Within Groups 207.411 285 .728
Total 207.778 287
INDIT23 Between Groups .916 2 .458 .957 .385
Within Groups 136.414 285 .479
Total 137.330 287
INDIT24 Between Groups .098 2 .049 .105 .900
Within Groups 132.815 285 .466
107
Total 132.913 287
INDIT25 Between Groups .242 2 .121 1.007 .367
Within Groups 34.203 285 .120
Total 34.444 287
INDIT26 Between Groups .169 2 .085 .853 .427
Within Groups 28.275 285 .099
Total 28.444 287
INDIT27 Between Groups .112 2 .056 .495 .610
Within Groups 32.135 285 .113
Total 32.247 287
INDIT28 Between Groups .087 2 .044 .464 .629
Within Groups 26.788 285 .094
Total 26.875 287
INDIT29 Between Groups .248 2 .124 .243 .784
Within Groups 145.249 285 .510
Total 145.497 287
ANOVA ON INDIVIDUALISED LEARNING ACTIVITIES
Sum of
Squares df Mean Square F Sig.
INDLT30 Between Groups .857 2 .429 1.722 .181
Within Groups 70.972 285 .249
Total 71.830 287
INDLT31 Between Groups 1.379 2 .690 2.172 .116
Within Groups 90.496 285 .318
Total 91.875 287
INDLT32 Between Groups .022 2 .011 .047 .954
Within Groups 66.964 285 .235
Total 66.986 287
INDLT33 Between Groups .555 2 .278 .907 .405
Within Groups 87.222 285 .306
Total 87.778 287
INDLT34 Between Groups .039 2 .019 .092 .912
Within Groups 59.461 285 .209
Total 59.500 287
108
INDLT35 Between Groups .080 2 .040 .079 .924
Within Groups 145.573 285 .511
Total 145.653 287
INDLT36 Between Groups .238 2 .119 .311 .733
Within Groups 109.040 285 .383
Total 109.278 287
INDLT37 Between Groups .235 2 .118 .432 .650
Within Groups 77.595 285 .272
Total 77.830 287
INDLT38 Between Groups .046 2 .023 .116 .890
Within Groups 56.940 285 .200
Total 56.986 287
INDLT39 Between Groups .310 2 .155 .525 .592
Within Groups 84.342 285 .296
Total 84.653 287
INDLT40 Between Groups 1.334 2 .667 1.577 .208
Within Groups 120.541 285 .423
Total 121.875 287
INDLT41 Between Groups .965 2 .482 .594 .553
Within Groups 231.615 285 .813
Total 232.580 287
INDLT42 Between Groups .441 2 .220 .901 .407
Within Groups 69.723 285 .245
Total 70.163 287
