Final Proj 2

8/4/2019 Final Proj 2

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Problem

Information and Communication Technology (ICT) may be viewed in different

ways.

Rodriguez and Wilson (2000) defined ICT as a set of activities which facilitate by

electronic means the processing, transmission and display of information. ESCAP (2000)

in its own definition defined ICT as techniques people use to share, distribute, and gather

information and to communicate through computers and computer networks. Marcelle

(2000) described ICT as a complex varied set of goods, applications and services used for

producing, distributing, processing, transforming information (including) telecoms, TV

and radio broadcasting, hardware and software, computer services and electronic media.

Ogunsola and Aboyade (2005) viewed ICT as a cluster of associated technologies defined

by their functional usage in information access and communication of which one

embodiment is the internet. Information and Communication Technology are computer

based tools used by people to work with information and communication processing

needs of an organization. It purview covers computer hardware, software, the network

and other digital devices like video, audio, camera and so on which convert information

(text, sound, motion etc) into digital form (Moursund and Bielefeldt, 1999). Information

and Communication Technology as tools within the school environment include use for

school administration and management, teaching and learning of ICT related skills for

enhancing the presentation of classroom work, teaching/learning repetive tasks,


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teaching/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 (Collis and Moonen, 2001, Derbyshire, 2003; Moursund and

Bielefeldt, 1999).

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

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

benefits of ICT in improving quality of education (AL-Ansari, 2006). As a result of this,

developed nations have integrated ICT into their educational system. Adomi and

Kpangban (2010) observed that there are developments in the Nigerian education sector

which indicate some level of ICT application in secondary schools in Nigeria. They

traced the introduction of computer education in secondary schools to 1988, when

Nigeria government enacted a policy on computer education. The Federal Government of

Nigeria in the National Policy on education 2004 recognizes the prominent role of ICTs

in the modern world and has integrated ICTs into education in Nigeria (Adomi and

Kpangban, 2010). To actualize this goal, the document states that government will

provide basic infrastructure and training at the primary school. At the junior secondary

school, computer education is made a pre-vocational elective and is a vocational elective

at the senior secondary school.

The Federal Ministry of Education launched an ICT-driven project known as

SchoolNet, which was intended to equip all schools in Nigeria with computers and

communication techniques. Under the SchoolNet programme, MTN provided fully

operational computer laboratories with 21 personal computers, VSAT interconnectivity,

and hand-on training in 24 secondary schools in Kaduna, Lagos, Enugu, Kwara, Rivers


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and the Federal Capital Territory Abuja. In all, over 49,524 pupils and 2,412 teachers

were trained on how to use ICT facilities (Abdul-Salaam, 2007). To adequate provide

ICT facilities to secondary schools, the Nigerian Federal Government commissioned a

Mobile Internet Unit (MIU) which is operated by the Nigerian National Information

Technology Development Agency (NITDA). The MIU is a locally-made bus that has

been converted into a mobile training and cyber centre. Its interior has ten workstations,

all networked and connected to the internet. The MIU is also equipped with printers,

photocopiers and a number of multimedia facilities. Internet connectivity is provided via

VSAT with a 1.2m dish mounted on the roof of the bus. It is also equipped with a small

electric generator to ensure regular power supply. The MIU takes the internet to places,

areas and various and secondary schools (Adomi and Kpangban, 2010). They added that

the number of these buses is so small and as a result most rural schools are yet to benefit

from this project.

A cursory look at the secondary schools in Nigeria has shown that many teachers

in the system still rely much on the traditional chalk and talk method of teaching rather

than embracing the use of ICT. According to Okebukola (1997), computer is not part of

classroom technology in over 90% of public schools in Nigeria, thus the chalkboard and

textbooks continue to dominate classroom activities. This is an indication that the

students are still lagging behind in the trend of changes in the world. This presupposes

that there is the tendency for the teachers and students to be denied the opportunities

which ICT offers in the teaching-learning activities. There is the need to replace the

traditional pedagogical practices that still underpin the educational system is the country,

hence the need for the application of ICT in Nigerian Secondary Schools. The various


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ICT facilities used in the teaching learning process in schools according to Babajide and

Bolaji (2003), Bryers (2004), Bandele (2006) and Ofodu (2007) include; radio, television,

computers, overhead projecttors, optical fibres, fax machines, CD-Rom, Internet,

electronic notice board, slides, digital multimedia, video/VCD machine and so on. It

appears some of the facilities are not sufficiently provided for teaching learning process

in the secondary schools.

Successful integration of ICT in the school system depends largely on the

availability, competence and the attitude of teachers towards the role of modern

technologies in teaching and learning. Research works have shown that most secondary

schools have either insufficient or no ICT tools to cater for the ever increasing population

of students in the schools and where they are available, they are by implication a matter

of out-of-bounds to the students (Chattel, 2002; Cheng, 2003; Chiemeke, 2004).

A survey carried out by Cirfat and Longshak (2003) revealed that only one

school, out of ten has computer sets. It is worth noting that none of the ten schools has

internet facility. Ozoji (2003) reported in a study that most of our secondary schools do

not have software for the computer to function. One of the unity schools has five

computers against a population of 900 and no internet software was installed. The

facilities are grossly inadequate for any meaningful teaching or learning to take place. On

teachers competence, teachers in Nigerian secondary schools are not competent in basic

computer operation and in the use of generic software (Yusuf, 2005), although they have

positive attitude towards the use of computer in Nigerian secondary schools. This finding

revealed the low level of ICT penetration in the Nigerian school system. This reveals the

state of ICT in most of the Nigerian secondary schools. The main purpose of this study


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was to investigate the availability of ICT facilities, level of accessibility and the extent of

usage possessed by both students and teachers in some selected secondary schools in

Bauchi Metropolis.

1.2 Statement of the Problem

As earlier stated in the background, information and communication technology

facilities hold a great promise in improving teaching and learning process. With the

enormous increase in student enrolment in Nigerian secondary schools as been noted by

educationist, there is a need for the use of sophisticated equipment and facilities such as

ICT for an effective teaching and learning process. The problem of this study therefore

was to survey the availability and usage of those facilities for the development of

education in the State.

1.3 Purpose of the Study

The main purpose of the study is to examine the availability and the capacity of

usage of ICT facilities in secondary schools in Bauchi metropolis. Specifically, the study

would find out the following;

The availability of ICT facilities The accessibility of ICT facilities to both students and teachers The extent of usage of ICT facilities

1.4 Research Questions

This research study is aimed to answer the following questions on the availability and

usage of ICT facilities in secondary schools in Bauchi Metropolis:


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I. How readily available are ICT facilities for teaching and learning in secondary schools inBauchi metropolis?

II. How accessible are ICT facilities to both students and teachers in secondary schools inBauchi metropolis?

III. What is the extent of the usage of ICT facilities by both students and teachers in Bauchimetropolis?

1.5 Significance of the Study

This research finding will be of great importance to the government, practicing

educators, policy makers, decision makers, private sectors, parents, as well as the

education stake holders and the general public in ascertaining the extent to which ICT

facilities are available and used. It would also aid in the realization of the ways to

improve the use of computer in Nigerian secondary schools.

Government, Ministries of Education, Examination bodies, curriculum

developers, students and parents my find this research discovery useful in determining

the level of preparedness for computer to be taken as a certified subject.

Policy makers may find this research finding appreciable in making necessary

adjustments, as well as bridging the gaps that might have been discovered.

Schools will also benefit from this study by knowing the extent to which these

facilities are available and to which their students use for educational purposes.

1.6 Scope of the Study

This research work will cover some selected secondary schools, both public and private

within Bauchi metropolis. These schools include:


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I. Harmony High School BauchiII. City Comprehensive Secondary School Bauchi

III. Dolphin Maria College BauchiIV. Divine International Secondary School BauchiV. International Secondary School ATBU Bauchi

VI. Federal Government Girls College BauchiVII. Government Day Secondary School Kofar Wambai Bauchi

VIII. Government Day Comprehensive Secondary School BauchiIX.

Government Day Secondary School Army Barracks Bauchi

X. Government Day Secondary School Yelwan Kagadama Bauchi

1.7 Definition of Terms

ICT this is an abbreviation of information and communication technologies. ICT is agenetic term referring to diverse set of technological tools and resources used to

communicate and to create, disseminate, store, and manage information.

Internet internet is a vast source of information. It connects millions of computers inthe world for the purpose of sharing resource.

School Net Nigeria (snng) School Net Nigeria is a non-profit organization created tosupport effective and sustainable use of information and communication technologies

(ICTs) into teaching and learning process within the primary and secondary education

sector in Nigeria.


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Digital Dividethe digital divide is a term that is often used in describing disparities inaccess to, and usage of the telephone, personal computers and the internet across

demographic groups within the same country or between countries (Sonaike, 2004: 42).

Software is a computer program. It is a step by step instruction which tells thecomputer how to perform task.

Hardware these are equipment that makes up the computer system. They includemonitor, central processing unit (cpu), keyboard, mouse, printer, scanner and modem.


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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This Chapter will take a look at various works already done by other researchers

in the field of using ICT in education. It arranged under the following sub headings, data

sources from research through different published materials and the internet:

Use of ICT in secondary schools across the world ICT as aids to teaching and learning ICT as a tool for educational management ICTs in education and for education Challenges to the use of ICT in secondary schools Prospects of using ICT Summary of related literature2.2 Use of ICT in Secondary Schools across the World

In more advanced industrialized nations, there has been a staggering amount of

research and publication related to ICT use for educational purposes during the last

decade. Today, nearly everyone in the industrialized nations gained access to ICT and the

purchase of computers for school use in such nations as the United State has been

increasing in such a pace that is difficult to keep track of how many computer machines

are now in American schools (Harper, 1987). According to (Becker 1986) report, a

comprehensive survey of the instructional uses of computers in United State public and


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non-public schools, suggested that over one million computers were in American

elementary and secondary schools and that more than fifteen million students used them

during 1985. The report also says that half a million teachers use computers during the

same period and that half of U.S secondary schools (about 16,500 schools) owned

around15 or more computers, while over 7,500 elementary schools also owned 15 or

more computers. It has been almost two decades since the figures quoted were released.

There is no doubt that those figures would have increased tremendously since then.

Bergheim and Chin (1984) reported that the U.S government made available $529

million to schools, out of which 60 70 percent was spent on computer education.

However, in the U.S administrations fiscal 2001 budget, more than $900 million was

earmarked for educational technologies (Hess & Lead 2001).

In Britain, the story is the same, as the wider availability of computers in schools

was made possible by government funding, largely through the local education authority

(LEA). Visscher etal (2003) reported that, following the educational reform Act in 1988,

the central government made available $325 million over time to promote use of

computers in schools administration and management. Just as the United state and

Britain here have been budgeting huge sum of money for cyber education, so have other

developed nations been doing same. Even many developing nations have embraced ICT.

In Africa, concerted efforts have been made by many governments to initiate

internet connectivity and technology training programmes. Such programmes link

schools around the world, in other to improve education, enhance cultural understanding

and develop skills that youths need for securing jobs in the 21st Century. In Uganda, an

interconnectivity programme known as Uganda School Net is dedicated to extending


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educational technology throughout Uganda (Carlson & Firpo, 2001). In Senegal, teachers

and students are using computers extensively as information tool. These programmes in

African countries are supported by their governments through the ministries of education.

In a rapidly changing world of global market competition, automation, and

increasing democratization, basic education is necessary for an individual too have the

capacity and capability to access and apply information. Such ability and capacity must

find bearing in information and communication technology in the global village. The

economic commission for Africa has indicated that the ability to access and effectively

utilize is no longer a luxury but a necessity for development. Unfortunately, many

developing countries, especially in Africa are already on the wrong side of the digital

divide in the educational use of ICT (Aduwa-Ogiegbean and Iyamu, 2005).

The use of information and communication technologies (ICTs) in schools is

taken very seriously by government and educational systems around the world. Nigeria

like other countries made efforts towards using ICT in education through the

establishment of School Net Nigeria which was launched in September 2001, with the

support of the ministries of education, telecommunications, science and technology and

the education tax fund. School Net Nigeria is a non-profit organization created to address

the secondary educational sector in Nigeria. School Net Nigeria embodies a partnership

between a diverse range of public and private sector interests in other to mobilize

Nigerias human and financial resources for the purpose of using ICTs in education.

School Net Nigeria created learning opportunities of educators and learners who use

information and communication technologies (ICTs) to enhance education within and

beyond Nigeria, and to contribute to the transformation of the educational system in


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Nigeria into one which participate in and benefit from the knowledge in the society

(Olaolu, 2003).

In educational institutions of learning, there appear to be some critical steps and

vital ingredients needed for the successful infusion of ICT into educational environments.

Although, stand alone computers have been in most schools for some years now,

networked ICT is relatively new for many schools, as they continue to grapple with how

to use ICT to enhance teaching and learning environments.

School Net Nigeria emerged directly under the influence of its interaction with

other School Net formation through the School Net African formation process,

particularly with School Net South Africa, which was officially launched in September

2001, with high level support from the ministries of education, communications and

science and technology. It is established as a partner organization of the Nigerian

Education Tax Fund (ETF), which is funded based on 2 percent taxation of companys

profit in Nigeria. Since its launch, School Net Nigeria has initiated a print media project

in partnership with MTN; a pan African cellular network company and Direqlearn, which

involves educational information and curriculum, inserted in Nigerias national

newspapers. This ensures widespread distribution of educational resources, which is also

a novel way of using traditional ICT.

In addition, School Net Nigeria and the ETF partnered with local companies on

projects in the diginet laboratories on a low cost solution to an initial 35 schools in

Nigeria. Five schools were chosen from each state of the federation to benefit from the

project.


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2.3 ICT as aid to Teaching and Learning

The importance of ICT is quite evident from the educational perspective. Though

over the years, the chalkboard, textbooks, radio, television and films have been used for

educational purposes, none has quite impacted the educational process like the

computers. While television and films impact only on the audiovisual faculties of the

user, computers are capable of activating the sense of sight, hearing and touch of the user.

ICT has the capacity to provide higher interactive potential to users to develop their

individual, intellectual and creative ability. The main purpose of ICT consists just in the

development of human mental resources, which allow people to successfully apply both

the existing knowledge and produce new knowledge (Shavining, 2001, p 70).

Improving the quality of education and training is a critical issue, particularly at a

time of educational expansion. ICTs can enhance the quality of education in several

ways:

Motivating to LearnICTs such as videos, television and multimedia computer software that combine

text, sound, and colorful, moving images can be used to provide challenging and

authentic content that will engage the student in the learning process and

telecollaboration. Interactive radio likewise makes use of sound effects, songs,

dramatizations, comic skits, and other performance conventions to compel the students to

listen and become involved in the lessons being delivered. More so than any other type of

ICT, networked computers with Internet connectivity can increase learner motivation as it

combines the media richness and interactivity of other ICTs with the opportunity to

connect with real people and to participate in real world events.


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Facilitating the Acquisition of Basic SkillsThe transmission of basic skills and concepts that are the foundation of higher

order thinking skills and creativity can be facilitated by ICTs through drill and practice.

Educational television programs such as Who Want to be a Millionaire; Nigerias

biggest thought provoking program, enlightens people because of the questions that are

required to be answered before the cash price is awarded. Questions are drawn from all

works of life ranging from religious, cultural, educational to contemporary issues, thereby

facilitating the acquisition of basic skills amongst populace.

Enhancing Teacher Training

ICTs have also been used to improve access to and the quality of teacher training.

For example, institutions like the Cyber Teacher Training Center (CTTC) in South Korea

are taking advantage of the Internet to provide better teacher professional development

opportunities to in-service teachers. The government funded CTTC, established in 1997,

offers self-directed, self-paced Web-based courses for primary and secondary school

teachers. Courses include Computers in the Information Society,Education Reform,

and Future Society and Education. Online tutorials are also offered, with some courses

requiring occasional face-to-face meetings (Jung, 2002).

In Nigeria, The National Open University of Nigeria, satellite-based video and audio

conferencing was founded in 2000 by the then Nigerian President, Olusegun Obasanjo,

supplemented by print-materials and recorded video, to train teachers who have not

obtained the requisite degree for their current job placement from any geographical

distance. The teachers interacted with remote lecturers by telephone and fax.


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ICT as an Evaluative ToolOther areas of ICT utilization include evaluation of learning outcome and

classroom management. ICT facilities could be used to prepare lesson plan, write

students report, storage of data, collect and analyze students achievements. Curriculum

content could be enriched through search in internet by teachers or curriculum experts.

Information, messages skills strategies and relevant school practices hitherto unknown to

both students and teachers that cannot be found in recommended school textbooks could

be easily downloaded for information and academic development of students. Recent

research findings in any particular subject area could be easily obtained through internet.

ICT do not only bring about improvement in what is taught in the classroom but

encourage personal and professional advancement. ICT encourages active participation in

classroom interaction as knowledge is shared (Emenike, 2003). Hence, ICT gives room

for modern method of assessment and evaluation of students performance.

2.4 ICT as a Tool for Educational Management

It is not uncommon to find that many establishments in Nigeria including

educational institutions still keep records in files and tucked them away in filling

cabinets, where they accumulate dust. Many of these files are often eaten up by rodents

and cockroaches thus, rendering them irretrievable. A great deal of most countrys

administrative work in government establishment is still done manually, with the state

and federal government showing little or no interest in embracing ICT. The official

administrative drudgery in government offices and educational institutions can be better

managed through ICT. Educational administrative functions include a wide variety of

activities such as educational governance, supervision, support services, infrastructure,


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finance, budgeting, accounting, personnel selection and training system, monitoring and

evaluation, facilities and so on (Thomas, 1987).

In most Nigerian schools, officials still go through the laborious exercise of

manual enrolment of pupils, population mobility, performance, maintaining records,

keeping inventory list of supplies, doing cost accounting, paying bills and drawing

architectural designs. This complexity requires the use of powerful administrative tools

resulting in better communication, efficient operations and better personal services. One

of such tools is the computer. This is necessary in the areas of budgeting, collection of

student data, recording of results and effective keeping of school records, as it will be

impossible task to plan and administer any institution in which records are not kept or are

carelessly and fraudulently kept. Thomas (1987) said that computers bring g reat speed

and accuracy to each of these tasks, along with the convenience of storing large quantity

of information on small disks or tapes (p.5). Consequently, the educational planners and

administrators need to have adequate and accurate data of student enrolment, school

personnel i.e. academic and non-academic staff and school records for effective planning

and management of schools.

One cannot over-estimate the utilization of ICT in everyday activities of the

school. ICT assists the school administrator to meet the task of school management in the

areas of curriculum and instruction, school community relationship and school business

operations. Introduction of ICT in schools will therefore; enhance the daily school

routine, programme, updating the evaluation of school programmes, solving individuals

or groups as well as staff development.


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2.5 ICTs in Education and for Education

The idea that teaching and learning can successfully take place through the

application of electronic communication facilities between teachers and students is one

which had generated, sometimes, hope and dismay and at other times, excitement and

fear. Hope that many more learners can be reached at a more convenient pace that had

erstwhile been the case, dismay that the infrastructures necessary for deploying an

effective ICT platform is lacking in low-income countries like Nigeria (Olakulehin,

2007).

However, the use of information and communication technologies in the

education process has been divided into two broad categories: ICTs for Education and

ICTs in Education. ICTs for education connote the development of information and

communications technology specifically for teaching/learning purposes, while the ICTs

in Education involves the adoption of general components of information and

communication technologies in the teaching learning process (Olakulehin, 2007).

Generally, however, the educational relevance of computers and other

components of information technology cannot be overemphasized. Reference can be

made to the period when skinner applied programmed instructions to teaching machines,

through Brunners experiment with computers in instruction, to the current wave of

information transmission and exchange via the worldwide web; we have seen different

applications of ICTs in enhancing cognitive development. Thomas and Ranga in

UNESCO (2004) in their classification divided the application of computers and other

communication technologies in education into three broad categories. These are:

Pedagogy, Training and Continuing Education. The pedagogical applicability of the ICTs


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is concerned essentially with the more effective learning and with the support of the

various components of ICTs. Almost all subjects ranging from mathematics (the most

structured) to music (the least structured) can be learnt with the help of computers.

Olakulehin (2007) emphasized that pedagogic application of ICTs, involves effective

learning with the aid of computers and other information technologies, serving the

purpose of learning aids, which plays complementary roles in teaching/learning

situations, rather than supplements to the teacher/instructor/facilitator. Computer is

regarded as add-on rather than a replacing device. The pedagogic uses of the computer

necessitate the development, among teachers as well as students, of skills and attitude

related to effective use of information and communications technologies. Aside of

literacy, ICTs also facilitates learning to programme, learning in subject areas and

learning at home on ones own, and these necessitate the use of new methods like

modeling, simulation, use of data bases, guided discovery, closed-word exploration etc.

The implications in terms of changes in the teaching strategy, instructional content, role

of the teachers and context of the curricula are obvious as well as inevitable. Pedagogy

through the application of information and communications technologies has the

advantage of heightening the motivation; helping recall previous learning; providing new

instructional stimuli; activating the learners response; providing systematic and steady

feedback; facilitating appropriate practice; sequencing learning appropriately; and

providing a viable source of information for enhanced learning. Teachers who use this

system of instructional strategy would be able to kindle in the hearts of the learners a

desirable attitude towards information technology tools in their entire way of life.


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2.6 Challenges to the Use of ICT in Secondary Schools

In spite of the accompanying gains and clarion call for full introduction and

utilization of ICT facilities in our school system, there are still serious inhibiting factors

encountered in the implementation of the policy at the institutional and classroom level.

Such factors include cost, inadequate funding, management attitudes, energy related

problems, culture, box of coloured chalk, lack of relevant software.

CostThe price of computer hardware and software continues to drop in most

developed countries. But in developing countries such as Nigeria, the cost of computers

is several times more expensive. While personal computer may cost less than a months

wage in the United state, the average Nigerian worker may require some months income

to buy one.

Inadequate FundingInadequate funding is directly on the part of the government. Low level funding in

schools is as a result of inadequate budgetary allocation. ICT equipment or accessories,

soft and hardware are costly. Investment in ICT educational services is also at a low

level, coupled with low level of budgetary allocation and poverty among Nigerians, to

procure ICT tools for private use. Few available computers in some secondary schools

cannot serve all the students.

Management AttitudeThe attitude of various managements in and outside educational institutions

towards the ICT related facilities such as the internet and procurement of computers is


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rather slow in some instances and in others, there are no aids or support by the

government (Peter, 2007).

Energy Related ProblemsPower supply all over the country appears erratic. All ICT depend heavily on

steady supply of electricity if they are to function effectively. In urban cities, where there

are power supplies, it is irregular and regularly interrupted. Interrupted power supply

disrupts actual utilization of ICT services. The negative effect of erratic power supply in

Nigeria makes ICT dysfunctional.

Culture

Culture morale or imperialism of different countries determines the use of

information and communication technology. In Nigerian context, the culture of some

zones did not allow teachers to use ICT facilities, believing that students could be

corrupted and that it could influence their attitudes, norms and values. In other to achieve

maximum impact and influence of ICT, the cultures of the society to which teachers

belong have to be adjusted to meet the challenges of knowledge economy age.

Box of Coloured ChalkIn Nigerian secondary schools, teachers presentation in the classroom is often by

chalk and talk method. Teachers are seen carrying the box of coloured chalk to the

classroom for their lessons.

Today, technology had brought changes from chalk to PowerPoint, e-learning and

gradually moving towards mobile learning. Implicit in this, is that secondary school

teachers are suppose to move from the box of coloured chalk to e-learning and probably


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to m-learning (combination of internet, computer and mobile phones) to make teaching

less strenuous for teachers and the students.

Lack of Relevant SoftwareThere is no doubt that the ultimate power of technology is the content and the

communication. Though, software developers and publishers in developed countries have

been trying for long to develop software and multimedia that have universal application,

due to the differences in educational standards and requirements, these products do not

integrate into curriculum across countries. Software that is appropriate and culturally

suitable to the Nigerian educational system is in short supply. There is a great

discrepancy between relevant software supply and demand in developing countries like

Nigeria. Even if Nigeria tries to approach this software famine by producing software that

would suit educational philosophies, there are two major problems to be encountered;

first, is the cost of producing relevant softwares for the countrys educational system is

enormous. Secondly, there is dearth of qualified computer software designers in the

country. To overcome this, people need to be trained in instructional design (Samuel and

Iyamu, 2005).

2.7 Prospects of Using ICT

There are numerous and good prospects for the use of ICT in teaching and

learning in secondary schools in Nigeria. The following major areas suggest the range of

applications that computer can serve teachers and learners in Nigeria:

Enhancing Educational EfficiencyThe efficiency of teaching various subjects could be improved with the use of

ICTs for many secondary school teachers are already teaching large classes of students.


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In this situation, students no longer receive the much desired individual assistance.

Furthermore, English language is taught and learned as a second language in Nigeria, and

many teachers of English are weak. It is possible to use carefully prepared computer

programs to ensure that learners are accurately and systematically instructed. Computers

can also enhance problem-solving skills of the learner by focusing on thinking skills

especially in subjects such as mathematics.

Serving Administrative FunctionsComputers/ICTs can replace the laborious exercise of filling papers in filling

cabinets and shelves records accumulating dust over a long period of time. They could

also aid in budget planning, accounting for expenditure, writing correspondences, and

reports, assigning students to classes, reporting students progress, testing students and

scoring tests, which help to reduce paper work. It is time that many of the tasks above are

not effectively and efficiently done in secondary schools in Nigeria.

Promoting Individualized LearningDue to large classes and differences in individual learning style and pace, micro

computers will enable the student to progress at his or her own pace and receive continual

evaluation feedback and correction for error made. In this way, computers allow the

development of partner-like interactive and individualized relations with the user.

Computers play the role of the tutor and present the learners with a variety of content and

symbolic modes.

Change of Pedagogical PracticesComputers can change current pedagogical practices in secondary schools in

Nigeria, which is dependent heavily on the traditional lecture method. It is universally


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accepted that computers allows more independent exploration, more personally tailored

activities, more teamwork, and more significantly, less didactic instruction. The role of

the teacher therefore, changes from informational dispenser to that of information

manager, from authoritative source of information to a guide of self-propelled exploration

(Smith, 1989).

Improving Techniques of ResearchComputers will offer the Nigerian teacher improvement techniques of research.

The cumbersome exercise of searching by hand through the librarys card catalog or

periodical indexes can be made easier by typing few key words pertinent to the research

topic into a computer and the researcher can receive extensive list of related sources of

articles in books and journal in just a matter of minutes.

2.8 Summary of Related Literature

There is no doubt that teachers and students in secondary school in Nigeria will

have incredible resources available if they have access to internet. By integrating

information and communication technology into secondary school curriculum, a

fundamental shift in the way teachers teach and students learn will be evolved. Nigeria

needs to invest heavily in the internet business and create enabling environment for

secondary school students to participate in downloading available and useful knowledge

in the internet. Secondary school students in Nigeria are already further behind their peers

in developed countries, thus widening the global digital divide, even though, Nigeria has

started making effort towards using ICT education in some secondary schools through

the establishment of School Net Nigeria.


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CHAPTER THREE

RESEARCH METHODOLOOGY

3.1 Research DesignThis work is accomplished by employing some means of information gathering. A

descriptive survey research design was employed as a research design. This is because

the study is directed towards people and their opinion, and also to allow the researcher a

vivid description of how ICTs are being used in secondary schools in Bauchi state.

3.2 Area of the StudyThe research study was undertaken in Bauchi state. It covers both public and

private selected secondary schools in the metropolis.

3.3 Population of the StudyThe population of this study comprised all secondary school students and teachers

in Bauchi, the capital of Bauchi state Nigeria where the study was conducted. Ten (10)

secondary schools were randomly selected using the random sampling technique. From

the selection, a census of students and teachers in each of the school was taken. These

gave a total of 300 respondents which consists of 270 students and 30 teachers.

3.4 Sample and Sampling TechniquesRandom sampling techniques will be used for selecting the respondents. The

sample of this study consists of 10 secondary schools (5 public and 5 private). These

schools were randomly selected as representative of the other secondary schools.


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3.5 Development of InstrumentationThe instrument for the study was developed by the researcher based on

established procedures in literature. The instrument contained three sections. Section A

focused on the demographic information of the students and teachers. Section B focused

on the accessibility of ICT facilities in the schools while section C contained questions on

the extent of usage of these facilities by secondary school students and teachers. A

checklist was used by the researcher to determine the availability of these facilities in the

selected schools.

3.6 Validation of InstrumentThe face validity and content validity of the instrument were verified by experts

in the Science Education Department, School of Technology Education, Abubakar

Tafawa Balewa University, Bauchi. The various suggestions made were used to modify

the instrument.

3.7 Method of Data CollectionAn introductory letter was collected by the researcher from the Coordinator,

Science Education Programme of Abubakar Tafawa Balewa University Bauchi,

addressed to the principals of the selected schools.

The researcher visited the selected schools to administer the questionnaires

developed for the study. The 300 questionnaires were administered by the researcher to

the sampled respondents and collected back on the spot. Data was collected via the

structured questionnaires from both the teachers and students of all the ten (10) secondary

schools selected from the metropolis.


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3.8 Method of Data AnalysisThe responses of both teachers and students to the items of the questionnaire is

listed, organized and analyzed in a tabular form by the use of frequency count and simple

percentage in research question 2, but in research question 3, a decision mean of 2.00 is

used to show the extent of usage. 2.00 is taken because we are having a 3-piont Likert

scale questionnaire.


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CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Introduction

This chapter presents the data collected for the study, thereby making analysis on

the findings of the result obtained from the 10 schools. It presents and analyzed the

responses of the samples selected for the study in tables, using percentage.

The respondent of this study consist of 270 students and 30 teachers drawn from

the sampled schools in Bauchi Metropolis.

4.1.1 Research Question 1: How readily available are ICT Facilities for teaching and

learning in secondary schools in Bauchi Metropolis?

The analysis as it applies to the above research question is as shown on Table 1 below


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Table 1: Availability of ICT Facilities in secondary schools in Bauchi metropolis

S/N Facilities Decision

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

1. Computer A A A A A A A A B B2. Printer A A A A A A A A B B3. Scanner A A B B B A B A B B4. Digital Camera B B B B B B B B B B5. Handset B A B B B B B B B B6. Photocopying Machine B A B A B A B A B B7. Computer Accessories A A B B B B B A B B8. Projector B A B B B A B A B B9. Internet Services B A B A B A A A B B10. Radio Cassette A B A A B B B B B B11. Disc Player B B A B B B B A B B12. Television Set A B A A B B B A B B13. UPS A B B B A A A A B B

Keys

S1S10 = School 1 to School 10 A = Available B = Not Available

Remarks

From the table above, it was observed that out of the 10 selected schools, ICT facilities

are available in schools 1, 2, 6 and 8, and are not available in schools 3, 4, 5, 7, 9 and 10.


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4.1.2 Research Question 2: How accessible are ICT facilities to both teachers and students

in secondary schools in Bauchi metropolis?

The research question 2 is answered on table 2.1 and 2.2. Table 2.1 comprised the

responses of 270 students from the ten schools selected, while table 2.2 comprised the

responses of the 30 teachers from the ten selected schools.

Table 2.1: Responses from students ofthe ten selected Secondary Schools in Bauchi

Metropolis.

S/N Items Number of Responses Percentages Total

1. Computer

Accessible 112 41.5 270

Not Accessible 158 58.5

2. Printer



3. Scanner



4. Internet Services



5. Digital Camera


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30

Accessible 0 0 270

Not Accessible 270 100

6. Projector



7. Computer Accessories



Total

Accessible 312 16.5


Remarks

From the table above, the percentage of accessibility of all the ICT facilities to students is

16.5%, while that of non accessibility is 83.5%. Therefore, the results show that, ICT facilities

are not accessible to students in the sampled Secondary Schools in Bauchi Metropolis.


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Table 2.2: Responses from teachers of the ten selected Secondary Schools in Bauchi Metropolis.

S/N Items Number of Responses Percentages Total

1. Computer

Accessible 24 80 30

Not Accessible 6 20

2. Printer

Accessible 24 80 30

Not Accessible 6 20

3. Scanner

Accessible 21 70 30

Not Accessible 9 30

4. Internet Services

Accessible 21 70 30

Not Accessible 9 30

5. Digital Camera

Accessible 0 0 30


6. Projector

Accessible 15 50 30


7. Computer Accessories

Accessible 24 80 30


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Not Accessible 6 20

Total

Accessible 129 61.4


Remarks

From the table above, the percentage of accessibility of all the ICT facilities to teachers is

61.4%, while that of non accessibility is 38.6%. Therefore, the results show that ICT facilities are

accessible to teachers in the sampled Secondary Schools in Bauchi Metropolis.


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4.1.3 Research Question 3: What is the extent of the usage of ICT facilities by both

students and teachers in Bauchi metropolis?

Table 3 below shows results for the analysis of the research question stated above.

Table 3: Responses from students and teachers of the ten selected Secondary Schools in Bauchi

Metropolis.

S/N Items Mean Remarks

1. Computer 1.6 Not Used2. Internet Services 1.2 Not Used3. Radio Cassette 1.1 Not Used4. Television 1.1 Not Used5. Educational Software 1.3 Not Used6. Research Tools 1.3 Not Used7. Printer 1.3 Not Used

Total Mean 8.9/7 = 1.3

Remarks

From the table above, all the ICT facilities observed are not being used by both

teachers and students of the selected schools. This conclusion is made because the Grand

Mean is 1.3, which is less than the decision mean of 2.00.

4.2 Results

The results of the study are presented below


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4.2.1 Research Question 1: How readily available are ICT Facilities for teaching and learning

in secondary schools in Bauchi Metropolis?

As indicated in Table 1, result shows that ICT facilities are not readily available,

with items 1 to 13. Findings show that many schools in the state are deficient in the

availability of information communication and technology (ICT) equipment. Although

most schools have computers and printers, almost all the schools did not have digital

cameras, projectors, handsets, computer accessories, radio cassettes, disc players,

scanners. This is an indication that ICT materials are not vigorously provided for the

schools.

4.2.2 Research Question 2: How accessible are ICT facilities to both teachers and students in

secondary schools in Bauchi metropolis?

From table 2.1, the finding shows that 16.5% of the students have access to ICT

facilities listed 1 to 7, while 83.5% do not have access to these facilities. It further implies

that secondary school students in the state do not have access to ICT facilities.

From table 2.2, the finding shows that 61.4% of the teachers have access to ICT

facilities, while 38.6% of them do not have access to these facilities. The findings further

imply that quite a percentage of teachers in secondary schools in the state have access to

ICT facilities.

4.2.3 Research Question 3: What is the extent of the usage of ICT facilities by both students

and teachers in Bauchi metropolis?

From table 3, result shows that ICT facilities are not readily used, with items 1 to

7. The findings indicated that students as well as some teachers of the sampled schools do

not use ICT facilities.


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4.3 Summary of the Findings

The findings of the study revealed that;

i. ICT facilities are not readily available in secondary schools in the state. Many schools inthe state are deficient in the availability of information communication and technology

(ICT) equipment.

ii. There is a low level of ICT facilities accessibility in secondary schools in the state.iii. ICT facilities are also not used in the secondary schools in the state. This is an indication

that ICT materials are not vigorously provided for the schools. It further shows that

secondary schools in the state are lagging behind in the level of application of ICT in the

teaching-learning process. The ICT facilities are lacking in the schools, the capacity for

using ICT by both teachers and students is also very low. Despite the perceived benefits

in the use of ICT in schools, there are a lot of factors inhibiting the successful application

of ICT in secondary schools.

4.4 Discussion of Findings

The foregoing shows the analysis of data collected for this study. It was reviewed

that many schools in the state are deficient in the availability of information

communication and technology (ICT) equipment and facilities. Although most schools

have computers and printers, almost all the schools did not have digital cameras,

projectors, handsets, computer accessories, radio cassettes, disc players, scanners. This is

an indication that ICT materials are not vigorously provided for the schools and it suggest

that, the state is not fully ready to imbibe information communication and technology.

This finding was consistent with the findings made by (Kolawole, 1997, Afolabi and

Popoola, 1999) which indicated that information communication technology (ICT)


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equipment for effective teaching and learning are deficient in schools. The findings also

agreed with those of other researchers (Alebiosu, 2000 and Adeosun, 2002), all of which

revealed that equipment and facilities for effective teaching and learning are deficient in

Nigerian schools.

On students accessibility of ICT facilities, the study reveals that students do not

have access to ICT facilities in the state. This Fakeye (2010) attributed to non availability

of ICT facilities. He believed that the non availability of these facilities greatly hinders

access and inadequate training of teachers on the use and application of the computer. In

a rapidly changing world of global market competition, automation, and increasing

democratization, basic education is necessary for an individual to have the capacity and

capability to access and apply information. Such ability and capacity must find bearing in

information and communication technology in the global village. The economic

commission for Africa has indicated that the ability to access and effectively utilize ICT

facilities is no longer a luxury but a necessity for development. Unfortunately, many

developing countries, especially in Africa are already on the wrong side of the digital

divide in the educational use of ICT (Aduwa-Ogiegbean and Iyamu, 2005).

On teachers accessibility, the result generally show that a considerable number of

teachers access ICT. This is an indication that using ICT by the Nigeria secondary school

teachers is relatively high. This corroborates the report by (Gray and Souter, 2004) that

teachers came out positively with regards to the use of ICTs. It also confirms the

assertion that availability usually determines access. If the ICTs are available, this will

motivate the teachers to access them than when they are not available or available but not

in sufficient quantity and quality.


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The study also revealed that teachers and students were not exposed to the use of

ICT. This is a pointer to the low level of application in the teaching learning in secondary

schools. The implication is that most of the teachers are still fond of the old method of

chalk and talk, the practice which will make them lag behind in the world of ICT.

Research works have shown that most secondary schools have either insufficient or no

ICT tools to cater for the ever increasing population of students in the schools and where

they are available, they are by implication a matter of out-of-bounds to the students

(Chattel, 2002; Cheng, 2003; Chiemeke, 2004). Fakeye (2010) also found out in a study

carried in Ibadan that most of schools covered in the study do not have computers, hence

are not connected to the internet. He added those who have computers do not use them

for teaching but solely for administrative purposes. In another study by Okwudishu

(2005), he found out that the unavailability of some ICT components in schools hampers

teachers use of ICTs.


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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary of the Procedure Used

The study is about the availability and usage of ICT facilities in some selected

secondary schools in Bauchi state. Its purpose is to find out the availability, accessibility

and extent of usage of ICT facilities in the state.

Literature review was carried out under subheadings such as ICTs as aids to

teaching and learning, ICTs as tool for educational management, ICTs in education and

for education, obstacles to the use of ICT in secondary schools and the prospects of using

ICT.

A descriptive survey research design was adopted for the study, where a sampled

population was drawn from ten (10) randomly selected secondary schools within Bauchi

metropolis. A structured questionnaire was developed and used for data collection.

Responses to the items of the questionnaire were listed, organized and analyzed in a

tabular form by the use of frequency count and simple percentage in research question 2,

but in research question 3, a decision mean of 2.00 is used to show the extent of usage.

Results of the study revealed the following findings;

1. Many secondary schools in the metropolis are deficient in the availability of ICTfacilities.

2. Secondary schools students in the metropolis do not have access to ICT facilities.Furthermore, quite a percentage of teachers have access to ICT facilities, while others do

not.


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3. Students as well as some teachers do not use ICT facilities in secondary schools in theMetropolis.

5.2 Conclusions

The finding of this study shows that ICT facilities are not readily available in our

secondary schools and that there is a low level of ICT utilization in our secondary

schools. Similarly, it has also shown that secondary schools in Bauchi Metropolis are

lagging behind in the level of application of ICT in the teaching-learning process. The

ICT facilities are lacking in schools, the capacity for using ICT by both teachers and

students is also very low. Despite the perceived benefits in the use of ICT in school, there

are a lot of factors inhibiting the successful application of ICT in secondary schools. In

order to fit into the new scientific order, it is necessary for Nigerian institutions and

individuals alike to develop a society and culture that places a high value on information

and communication technology.

5.3 Recommendations

The research was aimed at finding the availability of ICT facilities in secondary

schools, their accessibility and extent of usage. Based on the findings, it was discovered

that ICT facilities are not readily available, accessible (to students and some teachers),

and not being used.

Therefore, from the findings of the researcher, the following recommendations are

made;

i. Government should ensure that ICT facilities be provided in schools. Education TaxFund should be involved in procuring computer for secondary schools.


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ii. Government should revisit the curriculum at secondary schools level with a view toincorporating the use of computer and ICT assisted instruction in the teaching and

learning process.

iii. Teachers at secondary school levels should be trained on the use of ICT facilities throughregular seminars and computer literacy workshops to keep them abreast of computer and

ICT based instruction. This will help provide them with practical and functional

knowledge of the computer, the internet and associated areas of ICT with the hope of

integrating it with instructional methods of teaching and learning.

iv.

The government should increase funding for the entire educational sector with emphasis

on ICT. This will help improve the level of ICT facilities in the schools.

v. The state government should endeavour to provide generating set to all schools in thestate in order to forestall the intermittent disruption of electricity.

5.4 Suggestions for Further Research

It is worthy to note some of the limitations of this study. First, it is limited to

secondary schools within Bauchi Metropolis. This is because it drew sample from among

private and public secondary schools students and teachers. This means that findings of

the study are expected to be applied to only similar environment. Secondly, the sample

used in the study was drawn from a local government out of the 22 local governments in

the state. In the light of these, future research should try and build on the limitations of

this study by expanding its scope to cover more local governments. Effort should as well

be made to compare ICT availability and use among students and teachers in private and

government own secondary schools in the state.


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