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This research is focused on the place of Information and Communication Technology in the teaching and learning of Secretarial skills. The main purpose of this research was to find out the teaching and learning of word processing skills, the teaching and learning of internet skills, the teaching and learning of Management information skills, the teaching and learning of data processing skills. Four research questions were formulated and questionnaires were used to obtain data from the population
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THE PLACE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE TEACHING AND LEARNING OF SECRETARIAL SKILLS IN POLYTECHNICS. (CASE STUDY: KANO STATE POLYTECHNIC, KANO.) This research is focused on the place of Information and Communication Technology in the teaching and learning of Secretarial skills. The main purpose of this research was to find out the teaching and learning of word processing skills, the teaching and learning of internet skills, the teaching and learning of Management information skills, the teaching and learning of data processing skills. Four research questions were formulated and questionnaires were used to obtain data from the population. BY HUSAINI INUWA. HND/OTM/09/100 1/1/2012
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THE PLACE OF
INFORMATION AND
COMMUNICATION
TECHNOLOGY IN THE
TEACHING AND
LEARNING OF
SECRETARIAL SKILLS IN
POLYTECHNICS. (CASE STUDY: KANO STATE POLYTECHNIC, KANO.)
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This research is focused on the place of Information and Communication Technology
in the teaching and learning of Secretarial skills. The main purpose of this research was
to find out the teaching and learning of word processing skills, the teaching and
learning of internet skills, the teaching and learning of Management information skills,
the teaching and learning of data processing skills. Four research questions were
formulated and questionnaires were used to obtain data from the population.
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THE PLACE OF INFORMATION AND
COMMUNICATION TECHNOLOGY IN
THE TEACHING AND LEARNING OF
SECRETARIAL SKILLS IN
POLYTECHNICS.
(CASE STUDY: KANO STATE
POLYTECHNIC, KANO.)
BY
USAINI INUWA
HND/OTM/09/100
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TITLE PAGE
THE PLACE OF INFORMATION AND COMMUNICATION
TECHNOLOGY IN THE TEACHING AND LEARNING OF
SECRETARIAL SKILLS IN POLYTECHNICS.
(CASE STUDY: KANO STATE POLYTECHNIC, KANO.)
BY
USAINI INUWA
HND/OTM/09/100
SUBMITTED TO THE DEPARTMENT OF OFFICE TECHNOLOGY AND MANAGEMENT, SCHOOL OF
MANAGEMENT STUDIES, KANO STATE POLYTECHNIC IN PARTIAL FULFILLMENT TO THE AWARD
OF
HIGHER NATIONAL DIPLOMA (HND)
MAY, 2012.
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CERTIFICATION
This is to certify that the research work is the product of my handiwork
except for schorlarly contribution gotten for the review of related literature.
Usaini Inuwa
HND/OTM/09/100
Date:…………………..
Sign:……………………
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APPROVAL PAGE
This project has been read and approved by the following personalities:
Project supervisor:
Name: Mallam Abdu Garba Jangefe
Sign:……………………………………………….
Date:………………………………………………
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HEAD OF DEPARTMENT:
Name:……………………………………………..
Sign:………………………………………………..
Date:……………………………………………….
EXTERNAL SUPERVISOR:
Name:………………………………………………
Sign:…………………………………………………
Date:………………………………………………..
DEDICATION PAGE
This project report is dedicated to the memory of my beloved companion
(sahaba) of the prophet Muhammad sallallaahu-alayhi-wa-sallam, MUS’AB
bin UMAIR who became martyrdom in the battle of Uhud 3 A.H.
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Praise be to Allaah, we seek His help and His forgiveness. We seek refuge
with Allaah from the evil of our own souls and from our bad deeds.
Whomsoever Allaah guides will never be led astray, and whomsoever Allaah
leaves astray, no one can guide. I bear witness that there is no god but
Allaah, the One, having no partner. And I bear witness that Muhammad is His
slave and Messenger.
First and foremost, I would like to express my deepest gratitude to Allah
Almighty as with the blessing this project has successfully been concluded.
I would like to express my appreciation to my supervisor Mallam Abdu Garba
Jangefe for his constant support in making this project possible.
I also would like to express very special thanks to my online friends for their
suggestions, ideas throughout the project development.
Special thanks go to all my classmates and all of the lecturers of the OFFICE
TECHNOLOGY AND MANAGEMENT (OTM) Department.
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Many special thanks go to Facilities Management Services Ltd. for their
excellent co-operation, inspirations and supports during this project
development.
I acknowledge my sincere indebtedness and gratitude to my parents and not
forget to my dearest sibling for their love, dream and sacrifice throughout my
life. I cannot find the appropriate words that could properly describe my
appreciation for their devotion, support and faith in my ability to attain my
goals. I would like to acknowledge their comments and suggestions, which
was crucial for the successful completion of this project.
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ABSTRACT
This research is focused on the place of Information and
Communication Technology in the teach ing and learn ing of
Secretar ia l sk i l l s . The main purpose of this research was to find
out the teaching and learning of word processing skills, the teaching
and learning of internet skills, the teaching and learning of
Management information skills, the teaching and learning of data processing
skills. Four research questions were formulated and questionnaires were used
to obtain data from the population.
However, from the data analysis the following findings were made:
that ICT plays important role in the teaching and learning of word
processing skills in polytechnics, that the role of ICT in the teaching
and learning of internet skills include acquis i t ion of new ideas ,
he lps in t ra in ing o f s tudents in d is tance areas , provide teachers
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with current teaching aids among others. That ICT helps in t h e t e a c h i n g
a n d l e a r n i n g c r e a t i o n o f d o c u m e n t , s t o r a g e o f
d o c u m e n t , retrieval of document, disposal of document and protection of
document, all these are the roles of ICT in Information Management system.
That the roles of ICT in the teaching and learning of data processing
skills includes; the teaching and learning of calculation skills, sorting
of data, classification of data, recording of data and the teaching and
learning of storing of data.
TABLE OF CONTENTS
PRELIMINARY PAGES
Title page………………………………………………………………………… i
Approval Page …………………………………………………………………ii
Dedication………………………………………………………………………..iii
Acknowledgement …………………………………………………………..IV
Table of Contents………………………………………………………………V
List of Tables……………………………………………………………………..VI
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Abstract…………………………………………………………………………….Vii
CHAPTER ONE
0.1 Introduction
0.2 Background of the Study
0.3 Statement of the Problem
0.4 Purpose of the Study
0.5 Significant of the Study
0.6 Research Questions and Hypothesis
0.7 Scope of the Study.
0.8 Definition of key Terms
CHAPTER TWO
LITERATURE REVIEW
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2.0 Conceptual Frame Work.
2.1 The role of ICT in the teaching and learning of word processing skill
2.2 The role of ICT in the teaching and learning of internet skill
2.3 The role of ICT in the teaching and learning of Management
Information (MIS) skill
2.4 The role of ICT in the teaching and learning of Data processing skill
2.5 Summary of literature Review
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Methodology
3.2 Design of the Study
3.3 Area of the Study
3.4 Population of the Study
3.5 Method of data Collection
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Analysis and Presentation
4.3 Findings of the Study
4.4 Test Hypotheses
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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 References
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CHAPTER ONE
1.1 INTRODUCTION.
The world is undergoing drastic changes everyday due to technological
innovations. The change in technology especially in information and
communication technology (ICT) has a great impact on secretarial profession
and in the performance of their duties as a secretary as well as their training.
Information and communication technology of today has made the work of a
secretary to be carried out with a lesser fatigue; it has also served as a
motivating factor for secretaries. The application of information and
communication technology tools in the teaching and learning of secretarial
skills has made it very easy and less tasking in becoming a professional
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secretary. Today, there are pools of information resource site in the internet
through the World Wide Web (www).Information and communication
technology equipments used in the teaching and learning of secretarial skills
in polytechnics have brought about great revolution in the secretarial field,
secretaries can now transmit message, prepare itinerary for their boss no
matter the distance within the shortest period of time through the use of
internet. ICT has globalised the world. However,
it has been observed that ICT has reduced the world to a global village
turning all parts of the world to everybody’s neighborhood. Thus, events in
one part of the world are felt by the people and societies far away and vice-
versa. The roles of secretaries have changed from the old fashioned
secretaries. Gone are those days where the job of secretaries depends only
on the use of manual typewriters, computers have succeeded in taking the
place o f the manual typewriters with the present development in the field
of management information system and information and communication
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technology. Teaching and learning of secretarial skills via ICT became
imperative because of the wide spread of information and communication
technology of our time which has virtually affected every area of man’s life. It
is on the foregoing that this paper examined the place of ICT in the teaching
and learning of secretarial skills in polytechnics.
Students in Nigeria cannot operate the information and communication
technology gadgets effectively. Worst of it all, steady power supply is
another vital problem. It was also observed that some ICT instructors lack the
competence to enhance teaching and learning.
Background of the Study
Prior to the establishment of Kano State Polytechnic, there existed several
independent post secondary institutions in the state. Most of those schools
were attached to various ministries e.g. technical college, school of
cooperative training centre, staff development centre, and college of
advance studies.
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In 1977, the Kano State Government set up an education review committee
for the state under Mal. Aminu Kano. One of the outcomes of the
committee’s recommendation was to bring together these independent
institutions under one umbrella of administration and to be named Kano
State Institute for higher education. The institutions brought together were
renamed as follows: -
School of preliminary studies (college of advance studies), school of
management studies (Staff development centre), school of social and rural
development (cooperative college), School of Technology
(Technical College), Audu Bako School of agriculture and Aminu Kano School
of Islamic Legal Studies.
Other institutions for higher education were later created in the state. These
include college of education Kano, and college of education, Gumel.
In 1987, the government repelled the edict establishing Kano state institution
for higher education and created three independent boards out of it namely,
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Kano state polytechnic, college of arts, science and remedial studies and
Kano state college of education.
Kano state polytechnic comprises of school of management studies, school of
technology, school of social and rural development Rano and Audu Bako
school of Agriculture Danbatta and Aminu School of Islamic legal studies. In
1992, the government excised Aminu School of Islamic legal studies and
Audu Bako School of agriculture Danbatta and granted them autonomy as
independent board, while the polytechnic remained with 3 unit schools and a
new one was created at Gwarzo town in 2002 named school of
environmental studies.
Kano state polytechnic retains the headquarters of the defunct Institute for
higher education as its administrative and coordinating centre known as the
central administration.
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Statement of the Problems
It has been observed that polytechnic costs of acquisition of these ICT
equipments are slowing the pace of acquiring these secretarial skills.
If the above problems are not adequately solved, they will hinder the
students from acquiring the basic ICT secretarial skills that makes
them to contribute their quota to the development of their organization
Objectives of the Study
The major purpose of this research work is to determine the place
of information and communication technology in the teaching and learning
of secretarial skills in polytechnics. This study will specifically seek to:
1. To determine the place of ICT in the teaching and learning of word
processing skills in polytechnics
2. To determine the place of ICT in the teaching and learning of
internet Skills in Polytechnics.
3. To determine the place of ICT in the teaching and learning of
Management information system (MIS) skills in polytechnics.
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4. To determine the place of ICT in the teaching and learning of ICT in the
teaching and learning of data processing skills in polytechnics.
Significance of the Study
The result of this research work will be of great benefit to students
in polytechnics and other higher institutions of learning. The research work
will also be important to the government, since it will educate them on
the need to equip tertiary ins t i tut ions wi th modern information and
communication technology equipments. Lastly, it will also be of significance
to the students as it provides afore-sight on their professional
expectations in the modern business world and as a research material
for further studies on relevant topic.
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Research Questions and Hypothesis
RQ1: What are the roles of ICT in the teaching and learning word processing skills in the polytechnics?
RQ2: What are the roles of ICT in the teaching and learning of internet
skills in the polytechnics?
RQ3: What are the roles of ICT in the teaching and learning of Management information skills in the polytechnics?
RQ4: What are the roles of ICT in the teaching and learning of data processing skills in the polytechnics?
HO1: There is no significant role played by ict in the teaching and learning of word processing skill in the polytechnic
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HO2: The roles of ict in the teaching and learning of internet skills in the polytechnics is very low
HO3: Ict does not play a significant role in the teaching and learning of Management Information skills in the polytechnics
HO4: Ict plays no significant role in the teaching and learning of data processing skills in the polytechnics.
Scope and Limitations of the Study
The study covers the place of ICT in the teaching and learning of secretarial
skills in polytechnics, the advances made in technology, cost of acquiring
ICT gadgets, competences on the side of the instructors, ability of the
students to operate ICT gadgets and the effect of poor power supply.
Methodology
This research relied primarily on one main source of data collection which is
the secondary data source. The necessary data/information where sourced
from different places and analyzed the vital information and fact in relation
to the proposed project report taken. The method comprises of the
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following headings: Design of the study, area of the study, population of the
study, instrument for the data collection, validation of instrument for data
collection, method of data analysis, method of data collection.
Definitions of key Terms
ICT: - It stands for information communication and technology.
Gadget: - A small mechanical device or appliance.
Word processing: - A composition of documents using a computer system to input, edit, store, and print them.
Internet: - The physical components of a computer infrastructure
that is use to share available resources through networking.
Management information: - An arrangement of equipment and procedures often computerized, that is designed to provide managers with information.
Data processing: - A sequence of operations performed on data,
esp. by a computer, in order to extract information, recorder files, etc.
Polytechnic: - A college, offering advanced full- and part-time
courses, esp. vocational courses, in many fields at and below degree standard.
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CHAPTER II
Review of related literature
This chapter deals with the literature reviewed in connection with the place
of information and communication technology in the teaching and learning
of secretarial skills in the polytechnic. The review of related literature would
be discussed under the following headings:-
2.0 Conceptual framework
2.1 Roles of ICT in the teaching and learning of word processing skills
2.2 Roles of ICT in the teaching and learning of internet skills
2.3 Roles of ICT in the teaching and learning of Management information
system (MIS) skills
2.4 Roles of ICT in the teaching and learning of data processing skills
2.5 Summary of literature review.
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2.0 Conceptual Framework
Teaching, according to Overbaugh (2003), is said to be the science and art of
assisting a person to learn. To him, the science in teaching entails the use of
acquired knowledge from natural and behavioral sciences in order to help
appreciate the circumstances and personality of the learner while the art
aspect of teaching involves the use of creative and demonstrative skills in
aiding the delivery of instruction. Technically, Overbaugh (2003) also views
teaching develop insight into a problem or to form as association between a
response and a stimulus. In the words of Overbaugh (2003), Ogwo and
Oranu (2006), they also viewed teaching as a partnership enterprise between
the teacher and the student, which ultimately leads to permanent changes
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in behavior of the student, the nature of teaching act is so complex and
integrated that its dimensions, scope and outcomes need to be planned
carefully and systematically ever before teaching commences. According to
Ajoma (2009), the central purpose of teaching is to effect desirable changes
in students behavior (i.e. promotion of learning), for learning to be
promoted, students must respond to the learning experiences to which they
are exposed to enable the teachers determine whether or not instructional
objectives have been acquired. The teachers on the other hand must be
continuous learners as they cannot promote learning if they are ignorant of
what it takes to learn. They must therefore, no specific subject matter areas
such as shorthand, typing, Accounting, different computer packages among
other relevant requirement. Learning as posited by Anderson and Block
(1987) is a relative permanent change in behavior that manifests due to
reinforced practices. They maintained that the phrase “relatively permanent”
excludes from the definition changes in behavior that result from temporary
or transient conditions such as fatigue, influence of drugs or adaptation.
They, from the view point of development, further explain learning as
“knowledge and skills accumulated throughout a life time. Ajoma (2009),
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observed the fact that what we do today does not depend only on our
natural capabilities and maturational level, but also what we leant in the
past; he further said that learning is interactive and comes through active
interchange with the environment, either in movement and manipulation or
in observation and discrimination. Ogwo and Oranu (2006), describe learning
as “the process by which some activities enable the learner acquire
experiences that tends to influence (change) his/her future behavior,
provided that the characteristics of the change in behavior cannot be
explained in a native response tendencies, maturation or temporary state of
the learner”. Ajoma (2009) viewed that it is a common knowledge that for
effective learning to take place, there must be learning resources. These
resources are devices, real objects or representations which teachers use to
communicate effectively with learners. Example include real objects, models,
projectors, overhead projectors, films, radio, slide projectors, textbooks,
pictures and charts, videotaped instructions, chalkboard and many more.
These resources are very important, Nwoji (1999), remarked that teaching
and learning resources are very vital to effective teaching and learning and
should be employed by teachers in teaching. In addition to learning
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resources which makes learning effective, effective learning follows some
learning processes. Learning processes are the various ways through which
learning occurs. Igboke (2005) listed some of these learning processes as
follows; Trial and error: to achieve competence in a thing, mistakes are often
made and corrections taken until learners attain “perfection”. Learning by
doing: for instance, mathematics and accounts are leant by working
exercises, typewriting by frequent practicing every day. Learning by
demonstration: here, the teacher conducts the operation or construction
before the class and explains his actions as he proceeds. Learning by
thinking: learners or students learn when their instructions allow thinking by
asking questions and taking part in the discussions. Learning by installment:
new knowledge is best acquired in small doses since human mind is capable
of absorbing only a limited amount of information at a given time. Progress
through a lesson should embrace series of steps, with each step being
understood or mastered before the next step is taken. Learning by
observation: learners acquire information, collect data and obtain ideas
about things and events as they watch the teacher perform, hence, the
learner’s abilities are developed. Strategies and principles for teaching and
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learning secretarial education consist of those laws or consistent pattern of
behavior which follows teaching and learning. These include those non
teaching attributes such as teacher’s personality, commitments, efficiency in
the use of schedule teaching (Eze, 1994 and Ogwo and Oranu, 2006). For
example, a teacher may prepare a good lesson but this is not a guarantee
that the lesson will be taught if he is nasty, wicked and uninterested in the
students or work. For teaching and learning of secretarial education to be
effective, the secretarial teacher should adhere strictly to these general rules
(strategies and principles) of teaching. Teaching as stated by Farrant (1982),
Obi(2005), should start from; General knowledge to specific knowledge: for
instance, the uses or function/parts of a typewriter as a writing tool should
be taught to learners before teaching the importance of and handling of the
cylinder of typewriter to them. Concrete things to abstract things, known to
unknown: teaching should be done with reference to a related knowledge to
the subject matter the learners already have. Simple things to complex
things: simple things are easier to remember than complex ones. Teaching
should be learner centered Eze (1994) gave other teaching strategies to be
employed by teacher sat a particular time in order to maximize the teaching
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and learning outcome. Thus teachers should; ensure the suitability of
curriculum content selected for the subject matter in order to achieve its
intended outcome. Thus, teachers should; Ensure the suitability of
curriculum content selected for the subject matter in order to achieve its
intended outcome; Choose and define appropriate teaching methods,
Choose and define appropriate instructional material for actualization
of learning and best delivery of the subject matter, and Choose and
determine the most appropriate evaluation technique for achievement of
the intended learning outcome at the end of the teaching and learning
process. Continuing on some general principles of teaching and learning,
Ogwo and Oranu (2006), further pointed out the following; Law of
maturation: learners should wait on maturation as a child cannot learn until
he/she is ready (matured) to learn. Motivation: this is a prime mover in
human behavior and refers in a classroom situation to something the teacher
does to get students interested or respond in designated or given ways.
These includes word of praise, good grades, smiles and comment of approval
like keep it up, good, excellent, carefully planned and well delivered lessons
also sustain and energize students interest in the planned material. Learning
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experiences should be meaningful to the learners: students are more likely to
learn concepts, attitudes and skills that are meaningful to them. Secretarial
education teachers should therefore relate their lectures to issues and
problems that have immediate and future concerns to learners and the
society. Principles of open and effective communication lectures should be
presented in ways that encourage students to discuss and ask questions.
Teacher’s attitude: secretarial education teachers should be positive and
geared towards motivating learners through showing love and concern,
among other. Duration: there should be a period of recess for fairly long
periods of workshop/laboratory practice for instance 5-6 hours. The
secretarial education teacher should plan the activities in such a way as to
provide room for recess after the first two or three hours of work.
Information refers to messages, facts or details about something
or somebody. According to Afeidia (2006), he defined information as data,
which has been processed in such a way as to be meaningful and useful to
the person who receives it. They refer to data as facts, activities and
transactions which have been recorded as raw materials from which
information is produced. According to Imolorihe (2006), information involves
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facts that are collected which can be verbal, or written, through story or
observation. Communication, according to Adebayo (2006), human
communication is a subtle and ingenious set of process. It is always thick and
thousands of ingredients, signals, cold, meaningful no matter how simple the
message or the transaction. It is a varied set of process; it can use any one of
a hundred different means, either words or gesture. Whenever people
interact, they communicate. Ojukwu (2004) defines communication as a
means used to transfer a message from one person to another in the case of
automated system. He further said that communication is a two way process,
it is concerned with understanding and for communication to be successful;
the idea convened must be received without being altered, confused or
misunderstood.
Information and communication technology (ICT) therefore is a
communication process in which information (inputs) is recorded, stored and
retrieved, processed for decision making (output) on planning, operation and
controlling (Ajoma, 2009). Thus it guarantees effective and efficient
collection of information for easy transmission to appropriate areas
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for immediate use in planning, implementation and evaluation processes in
educational programmes. Ater, Tiough and Nevkar (2006), citing Williams
and sawyer (2001), observed ICT to be; computers, auxiliary equipments,
software and firmware (hardware) and similar procedures, services and
related resources. It includes any equipment or interconnected system
or subsystem of acquisition, storage, manipulation, management,
movement, control, display, switching, interchange, transmission or
reception of data or information.ICT has globalized the world. Ayeni, (2005),
said that ICT has reduced the world to a global village, turning all parts of
world to everybody’s neighborhood. Thus, events in one part of the world
have on people and societies far away and vice-versa. The roles of ICT in the
teaching and learning of secretarial skills cannot be over emphasized. Some
of these roles include: Acquisition of new ideas, knowledge, skills and
methodology in teaching and learning secretarial skills.
Ajoma (2009), observed that with the help of ICT, some ideas and skills
adopted in developed countries like America and United Kingdom can now
be read and learned through internet and satellite and be applied in Nigeria.
Educators and students now update their knowledge and methodology
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through ICT. Information and communication technology encourages
teamwork. Employees in globalizes enterprises need to work as a team. It
encourages educators and students to engage in teamwork in order to share
ideas, experiences and knowledge that will help them teach, learn and solve
their scientific problems. Supporting this view, Dede (2006), said that
computer supported collaborative learning (C.S.C, L) is one of the measures
brought in by ICT to help people learn and work in team in global networked
visual teams. CSCL also enhances team performance through communicating
each other’s ideas, creating group dialogue and decision. Information and
communication technology has changed the methodology of teaching and
learning secretarial skills in schools. Teaching and learning has been changed
from traditional chalkboard to electronic learning requiring ICT skills for
teachers. Nyahute (2006) observes that teachers now can talk less, do less
and achieve more. He also added that teaching and learning have shifted
from teacher centered to material centered, where the teacher only guides
students to use the available material to achieve learning objectives. In the
same vein, it provides teachers with current teaching aids used in teaching
and learning process. Okoro (1993), recommended any equipment used for
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instruction and learning secretarial skills must as much as possible, be a
replication of actual equipment used in industry. Such equipment include;
computers, multimedia, internets, video conferencing systems e.t.c.
Information and communication technology also helps in
controlling problems arising from enrolment of more students in to
secretarial education in our schools and colleges. With the increase in
enrolment of more students into secretarial departments, teachers have
problem in teaching these students with very limited equipments and
traditional method of teaching. However, ICT has orientated teachers to use
audio and video equipments to teach a very large number of students at a
time (Ajoma, 2009).ICT helps in training students in distance areas through
the use of internet, satellite dish, radio, television and many others. ICT is
seen here as an instrument of localization where teachers now teach without
real contact with the learners and learners now learn in their houses or work
places. Though ICT, the menace of space, time and distance has been
broken. With this, secretarial education can be taught and learned through
distance learning programmes to help participants update their educational
qualification (Aboho, Andurai and Aboho, 2006).ICT increases motivation in
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both teachers and students and retain student’s interest to learn, through
engaging learners in productive work, increasing their perception of what
they are doing and what they need to do. Learners are motivated to
learn with greater interest when they see the realities of what they are
doing. This is, why Cogburn (2006), postulates that before now, students
had no much interest and motivation in the teaching and learning process,
but now, the use of telecommunications through ICT has aroused and sustain
their interest and motivation to work, while the teacher only guides and
assists them on what to do and what not to do. ICT has now saved teacher’s
time to achieve learning objectives within a teaching period. These and other
numerous roles of ICT in teaching and learning secretarial skills show the
need for secretarial education teachers to join in the ICT drive. But the
questions are: how much of ITC does the teacher know, and how much of it
can he, use? How ready is the government to support the use of ICT in
education in Nigeria?
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2.1 The role of Information and Communication Technology in the teaching
and learning of Word Processing Skills:
Word processing is a word – saving system of recording, storing and
retrieving typewritten data, utilizing correctable magnetic type or
other storage facility often with visual presentation on a screen (Eunice,
2004).Eunice (2004), citing Azuka (1999), also asserts that word processing
refers to the use of computers to handle text and produce typed and/or
printed documents. He further said that word processing consists of
processes, which processes through drafting, laying out, correcting, storing,
retrieving communicating information and printing of documents. Igbinoba
(2000) and Nwosu (2001), are of the view that word processing is one of the
basic skills required by secretaries in technological environment as
executives often rely on secretaries to provide comprehensive, accurate and
up to date information promptly to enable them arrive at quality
management decisions. Supporting this view, Chukwumezie (2001), adds that
the secretary needs this skills so as to be able to find, select and write
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simple programs, and type, modify, rearrange, print and even ease and
proficiency. Nwogwugwu (2000) observed many benefits accruable from
acquisition of word processing skills and competence. These include;
reducing the length of time required to do work. Ensuring accuracy and
efficiency. Eliminate drudgery ensure standardization of work Accelerating
the speed and capacity of office work done etc. The role of ICT in teaching
and learning word processing skills includes:
Teaching and learning of Creation of Document:
With the role of ICT in word processing skills, most of the secretaries have
now known how to create mail able document using the computer.
According to French (2006), a document refers to anything that is produced
using word processing programs such Microsoft word. Document creation is
a text entry operation. According to Oyewole and Obeta ( 2 0 0 2 ) , every
living being is involved directly or indirectly in word processing which is the
process whereby documents such as letters, report, memos are produced
manually either by hand (hand writing) or manually operated machines
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(manual typewriters) and electronic word processing which is the art of
preparing documents with the aid of an electronic device such as word
processor and computers using available word processing software.
Teaching and learning of Editing of Document: Editing involves the process
of effecting correction on already keyed in documents and this may require
addition of text to the document or removal of text from the document. ICT
has made editing to be possible and fast using the computer
because many word processing packages are supported with
electronic dictionaries and processing routines that carryout automatic
checking of errors (Oyewole, 2003)
Teaching and learning of Formatting of Document:
With the role of ICT in word processing, virtually all secretaries have realized
the easiest and fastest way of displaying their work. Eunice (2004) viewed
formatting of documents to be the means of rearranging the layout for final
printout. He further said that, formatting function permits choice of styles and
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pitches, automatic page numbering, margin justification, line spacing, italicizing,
underscore, bold to mention but a few.
Teaching and learning of saving of document:
This is the process of filing using computers. According to Kolawole
(2000), saving to a secretary is the act of keeping valuable document to aid
other needed facts for future use or in a case where the needs of such
document arise. Before now, the traditional way of saving documents is by
filling and keeping them in the file cabinet but with the introduction of ICT,
documents are now saved electronically using computer.
Teaching and learning of Printing of Document:
According to Levin (2000), the final phase of word processing involves savings
and ultimately printing your work. Printing is the act of issuing a command to
the word processor coupled with a printer to produce a hard copy of the
processed data for organizational use. ICT has made it possible for
documents to be produce in hard copy with a simple touch on the keyboard.
Idoko and Zubairu (2002), viewed word processing as the corner stone of
office automation.
2.2 The Role of ICT in the Teaching and Learning of Internet Skills
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The internet is the greatest developmental Endeavour in the last millennium.
According to Ohakwe (2004), he described the internet as the major
breakthrough in technology, a revolution, and the wonders of the
millennium and indeed the most flexible medium of communication
currently available in this technological era. The internet is the greatest
development which has affected all human endeavors’ in the last
millennium. The internet is an international network of computers, the world
largest communication network which links hundreds of nation, thousands of
companies and over fifty millions of computers all over the world
(Chukwudebe, 2000). The internet has become the largest and most
important network today and has evolved into global information super
highway. Umaru (2006), described internet as a vast information
super highway that facilitates computer users both nationally and
internationally to communicate directly as if they were part of a giant global
computing machines. Ayeni (2005) observed that ICT has reduced the world
to aglobal village turning all parts of the world to everybody’s neighborhood.
Some of the roles of ICT in the teaching and learning of internet skills
includes.
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Acquisition of new ideas:
Ajoma (2009) observed that with the help of ICT, some ideas and skills
adopted in developed countries like America and United Kingdom can now
be real and learned through internet and satellite and be applied in Nigeria.
Educators and students now update their knowledge and methodology
through ICT. They can now shift from their old and cultural methods of
impacting knowledge to more scientific and new methods. There is hope that
business education through ICT would provide skilled workers, current skills
and knowledge to meet the needs of new industries, productions pattern
and teaching and learning methods.
ICT helps in training students in distance areas:
ICT helps in the training of students in distance area through the use of
internet, satellite dish, radio, television and many others. ICT is seen here as
an instrument of localization, where teachers now teach without real contact
with the learners and learners now learn in their houses or work places.
Through ICT, the menace of space, time and distance has been broken. With
this, business education (secretarial skills) can be taught and learned through
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distance learning programmes to help participants update their educational
qualifications (Aboho, Anduraland Aboho, 2006).
Provide teachers with current teaching aids:
It provides teachers with current teaching aids used in teaching and learning
process. Okoro (1993), recommended any equipment used for instruction
and learning secretarial skills must as much as possible, be a replication of
actual equipment used in industry. Such equipment include; computers,
multimedia, internets, videoconferencing systems e.t.c
ICT aids teaching large number: Information and communication technology also helps in controlling
problems arising from enrolment of more students into office technology
and management department. According to Ajoma (2009), he viewed that,
with the increase in enrolment of more students into the department of
office technology and management (OTM), teachers have problems in
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teaching these students with very limited equipments and traditional
method of teaching. However, ICT has orientated teachers to use audio and
video equipments to teach a very large number of students at a time.
Changing the methodology of teaching and learning:
ICT has changed the methodology of teaching and learning of secretarial
skills in schools. Teaching and learning has been changed from traditional
chalkboard to electronic learning requiring ICT skills for teachers. Nyahute
(2006) observes that teachers can now talk less, do less and achieve more.
He also added that teaching and learning have shifted from teachers
centered to material centered, where the teachers only guides students to
use the available materials to achieve learning objectives.
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2.3 The Role of ICT in the Teaching and Learning of Management
Information System (MIS) Skills
MIS is an information system designed to provide information needed for
effective decision making by managers. Information is required to identify as
many alternative goals as possible, to appreciate the relationship between
alternatives and compute the trade off included in the choice to be made
(Eze, 2010). Management information system is the ways by which
records are managed in an organization. The role of ICT in teaching and
learning management information system skills includes;
Teaching and learning of Creation of Records:
According to Osuala and Okeke (2006), record creation involves determining
what forms or report to use and developing procedure for records control.
Records are the collection of data or information for smooth running of the
institution and they are kept for further actions or future reference. The data
or information to be processed by the computer must be presented in a
machine sensible from that is, the language of the particular input device.
According to French (2006), input is the first step in producing information
collected and introducing data into computer. A transaction is a business
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event such as sales, purchases, employing new staff, hiring of workers and
the like. These transactions are recorded on paper and later entered into the
computer or they may be directly recorded through term in also transaction
processing (TPSs), such as cash registers and order entry terminals. TPS is any
given system that records transactions. Often, the same system also
processes the transactions, summarizing and routine information to other
systems, therefore, these systems transaction processing systems, not just
transaction recording systems.
Teaching and learning of Storage of Records:
Laudon (2002), describe information storage as the process of retaining
information for future use. Information is stored for reference or future
purposes. ICT has helped in storing record in computer. O’Brien (2003), said
data are processed and stored in a computer system through the presence or
absence of electronic or magnetic signals in the computer’s circuits such as
magnetic disks, magnetic tape, floppy diskettes. Records are stored in the
computer memory. The memory of a computer is made up from many
thousands of storage cells called bytes. Each has a unique address in
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memory. It is a storage unit where all information and data going into and
coming from the computer system are temporarily stored prior to or after
processing.
Teaching and learning of Retrieval of Records:
According to Nwosu (2005), saving is said to be efficient only if the material
or document saved can be retrieved in terms of need without skirmish.
French (2006) viewed that ultimately, information in its various forms is
stored on backing storage in computer files of various types. This stored
information can be retrieved through file base system. File base systems
used the standard file facilities provided by operation system. The
application or application package is built using such facilities.
Teaching and learning of Record Disposals:
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According to Elendu (2000), record disposal refers to such treatment that is
given to document in the office in order to get rid of them or put them in
positions for further use.
After records have been in existence for a long time by retention
schedule, they should be considered ready for destruction. Osuala and Okeke
(2006) stated that stored records that are no longer o f value shall be
destroyed without delay. Elendu (2000) opined that destruction of records
is a matter of policies. It is the responsibility of every business organization to
draw up regulations governing disposal of its records, the date of disposal
should be determined when records, the date of disposal should be
determined when records are put into storage and this should be properly
noted.
Teaching and learning of Protection of Records:
The 1984 Data Protection Act was intended to regulate the use of
automatically processed information relating to individuals and the provision
of services in respect of such information. The Act defines a number of terms
including, data about individuals which held for processing must have been
obtained fairly for a specific lawful purpose.
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The data must only be used for the specific purpose and may only be
disclosed in accordance with the specific purpose. The data must not be
excessive for the purpose but merely adequate and relevant.
The data must be accurate, up to date and kept no longer than necessary and
the data must be protected and hold securely against unauthorized access or
less but must be accessible to data on request (Effy, 2002).
2.4 The Role of ICT in the Teaching and Learning of Data Processing Skills
In practice, most data processing nowadays involves the use of some
electronic aid such as calculators and computers which increases in
sophistication year by year. Olowo (2003), defined computer and
data processing as the process of producing meaningful information by
collecting all items of data together and performing operations on
them to extract the required information from them using computer
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system. According to Idoko and Zubairu (2002), data processing is
the procedure or process involved in the conversion of data into
information, whether manual, mechanical or electronic. Viewing it more as
subsystem of information processing. Osuswa (2002) said that
electronic data processing is the process of processing data by a computer
which carries out mathematical and other logical manipulations. According
to Talabi (2005), data processing may be divided into five separate but
related steps. They are:
Origination,
Input,
Manipulation,
Output Storage.
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Oyewole and Obeta (2002), viewed data processing as “system”. A system
in data processing is defined as a group of interrelated functional units
seeking the attainment of a common goal by accepting inputs
and processing the inputs to produce organized output in form of
information. Some of the roles of ICT in data processing include;
Teaching and learning of Calculation skills:
Calculating is the arithmetic manipulation, (that is adding, subtracting,
multiplying or dividing) and comparing of raw data to produce usable result.
(Oyewole and Obeta, 2002).
Teaching and learning of Sorting of data:
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According to French (2002), the transaction file must be sorted into the
sequence of the master file before processing can take place. Oyewole and
Obeta (2002), asserted
That this is arranging of data into sequence according to a common
characteristics. It can either be an alphabetic or numeric sequence.
Tea ching and learning of C lass i f i cat ion o f data:
This operation for placing data in specified categories such as size, types,
customer’s locality and class, to mention but few (Oyewole and Obeta,
2002). Talabi (2005), see it to be one of the manipulation functions.
Teaching and learning of Recording data:
This transcribing of data from a source documents (handwritten) into a
machine readable medium. Machine readable medium include magnetic
tape, magnetic disk, Mano (2006), supported that magnetic tape are used
mostly for storing files of data for example, company payroll records.
Teaching and learning of Storing of data:
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According to Oyewole and Obeta (2002), this entails placing data into some
media such as magnetic tape, disk and so on, where it can be retrieved when
needed. Talabi (2005) said that data resulting from the processing steps can
be stored, either temporarily or permanently for future reference and usage.
2.5 Summary of Literature Review
Having reviewed the work of different authors and research materials, the
process of teaching and learning of secretarial skills, strategies and principle
for teaching and learning, the roles of ICT in the teaching and learning of
secretarial skills, the roles of ICT in the teaching and learning of word
processing skills, internet skills, management information system skills and
data processing skills were reviewed. For effective use of ICT tools in the
teaching and learning of secretarial skills in polytechnics, the teachers should
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endeavor to update their knowledge and be conversant with the rapid
innovations in the technological world
CHAPTER THREE
RESEARCH METHODOLOGY
3.1Introduction
This chapter focuses on the method, and procedure, employed by the
researcher in the course of the study. The method comprises of the following
headings: Design of the study, area of the study, population of the study,
instrument for the data collection, validation of instrument for data
collection, method of data analysis, method of data collection.
3.2Design of the study
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The study adopted a descriptive design. The study sought the opinion of the
place of ICT in the teaching and learning of secretarial skills in Kano State
Polytechnic (SMS), Kano State.
3.3 Area of the study
The study was carried out in Kano State Polytechnic (SMS) in the Northwest
geopolitical zone of Nigeria
3.4 Population for the study
The population of the study consists of 20 (ND & HND) students of Office
Technology & Management (OTM) department in the Kano State Polytechnic
(SMS)
3.5 Method of Data collection
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Two major sources of data were used for fetching the data, this includes:
primary source (e.g. Questionnaires) and secondary source (e.g. Journals,
textbooks and other relevant documents. The 15 questionnaire were
distributed personally (by the researcher) to the target population
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION.
4.1 INTRODUCTION
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This chapter presents and analyses the result of the questionnaire.
4.2 ANALYSIS AND PRESENTATION
The result of the questionnaire is analyzed as follows:
Sex of the Respondents
RESPONDENTS FREQUENCY PERCENTAGE
Male 14 70
Female 6 30
TOTAL 20 100
The above table consist of 20 population of study, where 14 i.e. 70%
are males and 6 i.e. 30% are females. This indicates that males are
having the highest percentage.
Age of the Respondents
RESPONDENTS FREQUENCY PERCENTAGE
18-25 years 5 25
26 – 36 years 13 65
37 – above 2 10
TOTAL 20 100
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The table shows the age of the respondent, where 18-25 carry 25%, 26-36 has
65%, while 37-above has 10%. This result indicates that 26-36 years
carry the highest percentage.
Level of the Respondents
RESPONDENTS FREQUENCY PERCENTAGE
NDII 8 40
HNDII 12 60
TOTAL 20 100
The tables above shows that 8 of the respondents belong to the NDII are
40% while 12 of the respondents belongs to the HNDII students are
60%. This clearly shows that HNDII students have the highest
percentage.
Marital Status of the Respondents
RESPONDENTS FREQUENCY PERCENTAGE
Married 6 30
Single 14 70
TOTAL 50 100
The table above shows that 6 of the respondents representing 30% are
married, while 14 respondents representing 70% are singles. This
means that the singles students have the largest number.
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Question 1: Do you think that the role of ICT in teaching and learning of word processing brings about skills in creating of document? RESPONDENTS FREQUENCY PERCENTAGE
yes 20 100
No - TOTAL 20 100
From the above table, respondents were asked the role of ICT in teaching and learning of word processing brings about skills in creating of document where all the 20 responded YES making 100% altogether.
Question 2: Do you think that the role of ICT in teaching and learning of word processing brings about skills in editing of document? RESPONDENTS FREQUENCY PERCENTAGE
yes 20 100 No -
TOTAL 20 100
From the above table, respondents were asked the role of ICT in teaching and learning of word processing brings about skills in editing of document where all the 20 responded YES making 100% altogether.
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Question 3: Do you think that the role of ICT in teaching and learning of word processing brings about skills in formatting of document?
RESPONDENTS FREQUENCY PERCENTAGE yes 20 100
No -
TOTAL 20 100
From the above table, respondents were asked the role of ICT in teaching and learning of word processing brings about skills in formatting of document where all the 20 responded YES making 100% altogether.
Question 4: Do you think that the role of ICT in teaching and learning of word processing brings about skills in saving of document? RESPONDENTS FREQUENCY PERCENTAGE
yes 20 100 No -
TOTAL 20 100
From the above table, respondents were asked the role of ICT in teaching and learning of word processing brings about skills in saving of document where all the 20 responded YES making 100% altogether.
Question 5: Do you think that the role of ICT in teaching and learning of word processing brings about skills in printing of document?
RESPONDENTS FREQUENCY PERCENTAGE
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yes 20 100
No - TOTAL 20 100
From the above table, respondents were asked the role of ICT in teaching and learning of word processing brings about skills in printing of document where all the 20 responded YES making 100% altogether.
Question 6: Do you agree that the advent of internet facilitates in teaching and learning of ICT in: Acquisition of new ideas?
RESPONDENTS FREQUENCY PERCENTAGE yes 15 75
No 5 25 TOTAL 20 100
The table above analyses whether respondents agree that the advent of internet facilitates in teaching and learning of ICT in: Acquisition of new ideas. The number of 15 populations from this table responded YES while 5 responded NO. This, making 100% altogether.
Question 7: Do you agree that the advent of internet facilitates in teaching and learning of ICT in: training student in distance learning?
RESPONDENTS FREQUENCY PERCENTAGE
yes 14 70 No 6 30
TOTAL 20 100
The table above analyses whether respondents agree that the advent of internet facilitates in teaching and learning of ICT in: training
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student in distance learning. 14 populations responded YES while 6 responded NO making 100% altogether.
Question 8: Do you agree that the advent of internet facilitates in teaching and learning of ICT in: providing teachers with current teaching aids?
RESPONDENTS FREQUENCY PERCENTAGE yes 20 100
No - TOTAL 20 100
The table above analyses whether respondents agree that the advent of internet facilitates in teaching and learning of ICT in: proving teachers with current teaching aids Where all the 20 responded YES making 100% altogether.
Question 9: Do you agree that the advent of internet facilitates in teaching and learning of ICT in: Aids teaching large number?
RESPONDENTS FREQUENCY PERCENTAGE yes 17 85
No 3 15 TOTAL 20 100
The table above analyses whether respondents agree that the advent
of internet facilitates in teaching and learning of ICT in: aids teaching
large number. This table recorded 17 population responded YES
against 3 population who responded NO making 100% altogether
Question 10: Do you agree that the advent of internet facilitates in teaching and learning of ICT in: changes the methodology of teaching and learning?
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RESPONDENTS FREQUENCY PERCENTAGE
yes 19 95 No 1 5
TOTAL 20 100
The table above analyses whether respondents agree that the advent
of internet facilitates in teaching and learning of ICT in: aids teaching
large number. In this table, 19 populations responded YES; only 1
responded NO making 100% altogether
Question 11: Do you consider management of information aids in ICT related skills; in terms of: creation of records? RESPONDENTS FREQUENCY PERCENTAGE
yes 18 90
No 2 10 TOTAL 20 100
This table illustrates on the way respondents consider management of information aids in ICT related skills; in terms of: creation of records Where 18 responded YES; only 2 responded NO making 100% altogether.
Question 12: Do you consider management of information aids in ICT related skills; in terms of: storage of records? RESPONDENTS FREQUENCY PERCENTAGE
yes 20 100 No -
TOTAL 20 100
This table illustrates on the way respondents consider management of information aids in ICT related skills; in terms of: storage of records. Where all the 20 responded YES making 100% altogether.
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Question 13: Do you consider management of information aids in ICT related skills; in terms of: retrieval of records?
RESPONDENTS FREQUENCY PERCENTAGE yes 17 85
No 3 15
TOTAL 20 100
This table illustrates on the way respondents consider management of information aids in ICT related skills; in terms of: retrieval of records where 17 responded YES against 3 who responded NO making 100% altogether.
Question 14: Do you consider management of information aids in ICT related skills; in terms of: disposal of records? RESPONDENTS FREQUENCY PERCENTAGE
yes 10 50
No 10 50 TOTAL 20 100
This table illustrates on the way respondents consider management of information aids in ICT related skills; in terms of: disposal of records. In this table, 10 population responded YES also 10 responded NO i.e. 50-50 making 100% altogether.
Question 15: Do you consider management of information aids in ICT related skills; in terms of: protection of records? RESPONDENTS FREQUENCY PERCENTAGE
yes 14 70
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No 6 30
TOTAL 20 100
This table illustrates on the way respondents consider management of information aids in ICT related skills; in terms of: protection of records. It was discovered that 14 population responded YES against 6 responded NO making 100% altogether.
Question 16: Do you have a skill of data processing in calculating of
data?
RESPONDENTS FREQUENCY PERCENTAGE
yes 11 55 No 9 45
TOTAL 20 100
This table indicates population RESPONDENTSs on a skill of data processing in: calculating of data. Where the number of 11 populations responded YES against 9 responded NO making 100% altogether.
Question 17: Do you have a skill of data processing in: classification of data?
RESPONDENTS FREQUENCY PERCENTAGE yes 9 45
No 11 55 TOTAL 20 100
The table above shows the population RESPONDENTSs on a skill of data processing in: classification of data. 9 out of 20 populations
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responded YES while 11 populations responded NO. This making 100% altogether.
Question 18: Do you have a skill of data processing in: recording of data?
RESPONDENTS FREQUENCY PERCENTAGE yes 13 65
No 7 35
TOTAL 20 100
This table also, indicates population RESPONDENTSs on a skill of data processing in: recording of data. This recorded 13 population who responded YES against 7 responded NO making 100% altogether.
Question 19: Do you have a skill of data processing in: sorting of data? RESPONDENTS FREQUENCY PERCENTAGE
yes 6 30 No 14 70
TOTAL 20 100
In this table, it was recorded that the population responded on a skill of data processing in: sorting of data where only 6 responded YES against 14 responded NO making 100% altogether.
Question 20: Do you have a skill of data processing in: storing of data? RESPONDENTS FREQUENCY PERCENTAGE
yes 17 85
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No 3 15
TOTAL 20 100
From the above table, respondents were asked whether they have a skill of data processing in: storing of data. 17 responded YES while 3 responded NO making 100% altogether.
4.3 Findings of the study
Based on the analysis of data collected on the graduating student’s
assessment of the place of ICT in the teaching and learning of secretarial
skills, the following findings were made.
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1. It was discovered that ICT plays important role in the teaching and
learning of word processing skills in polytechnics. These roles include the
teaching and learning, creation of document, teaching and learning editing
of document, teaching and learning formatting of document, teaching and
learning saving of document and the teaching and learning printing of
document.
2. It was also discovered that the role of ICT in the teaching and learning of
internet skills include acquisition of new ideas, ICT helps in training
students in distance areas, provide teachers with current teaching aids, ICT
aids teaching large number, ICT changes the methodology of teaching and
learning.
3. The study further discovered that the role of ICT in the teaching and
learning of Management Information System (MIS) skills include teaching
and
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learning creation of records, teaching and learning storage of records,
teaching and learning retrieval records, teaching and learning record
disposal and the teaching and learning protection of records.
4. Lastly, it was discovered that the roles of ICT in the teaching and learning
of Data processing skills include the teaching and learning of calculation
skills, teaching and learning, sorting of Data, teaching and learning
classification of Data, teaching and learning recording of Data and teaching
and learning storing of Data.
4.4 TEST HYPOTHESES
The findings of this research work reject the hypotheses formulated.
Therefore, the following serve as a test to the hypotheses formed:
HO1: That there is a significant role played by the ICT in the teaching and learning of word processing skill in the polytechnic
HO2: That the roles of the ict in the teaching and learning of internet skills in the polytechnics is very high
HO3: That the ICT does play a significant role in the teaching and learning of Management Information skills in the polytechnics
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HO4: that ICT plays a vital role in the teaching and learning of data processing skills in the polytechnics.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter summarizes the findings and conclusion on the research work
and recommendations against the background of the findings made in the
work.
5.1 Summary of Findings
The findings of this research work are summarized as follows: The roles of
ICT in the teaching and learning of Word Processing skills are found to be:
1. Teaching and learning creation of document
2. Teaching and learning editing of document
3. Teaching and learning formatting of document
4. Teaching and learning saving of document
5. Teaching and learning printing of document.
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The roles of ICT in the teaching and learning of internet skills are:
1.Acquisition of new ideas
2. ICT helps in training students in distance areas
3. Provides teachers with current teaching aids
4. ICT aids teaching large number
5. Changes the methodology of teaching and learning.
The roles of ICT in the teaching and learning of Management Information
system skills are:
1. Teaching and learning creation of records
2. Teaching and learning storage of records
3. Teaching and learning retrieval of records
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4. Teaching and learning disposal of records
5. Teaching and learning protection of records.
The roles of ICT in the teaching and learning of Data processing skills are:
1 . Teaching and learning calculation skills
2. Teaching and learning sorting of Data
3. Teaching and learning classification of Data
4. Teaching and learning recording of Data
5. Teaching and learning storing of Data
5.2 Conclusions
Information and Communication Technology has played important role in the
teaching and learning of secretarial skills in polytechnics. These roles were
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found to be relevant to the graduate of office technology and management
department and the polytechnics in general, the roles are the teaching and
learning of word processing skills, the teaching and learning of Internet skills,
the teaching and learning of Management Information Systems and the
teaching and learning of Data processing skills were identified in this study to
be so important for the graduates in order to perform effectively in this era
of ICT.
5.3 Recommendations
Based on the findings of this study, the following recommendations were
made:
That teacher’s should update their knowledge to meet up with the ICT
challenges if not; the objectives of teaching and learning of word
processing skills will not be achieved.
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That government should provide polytechnics with internet facilities to
enable teachers and students carryout more consultations on the
teaching and learning of internet skills.
That the National Board for Technical Education (NBTE) should make
the teaching and learning of Management Information System
(MIS)compulsory in all tertiary institutions especially OTM department
so as to impact the knowledge of handling information to the students.
That the teaching and learning of Data processing skills should be
taught more practically.
5.4 REFERENCES
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Afeidia A (2006), Information and communication technology- impact on Secretarial workers. Journal of office Management and Technology. 1(1), 26-27.
Ajoma, (2009), Analysis of methods and strategies for teaching and learning
in Business Education: the place of Information and Communication
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Anderson, L.W and Block, J.H (1987), Master learning models. Benue State University Journal of Education (BSUJE). Business Education journal (9) 110-122.
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Chukwudebe, G.A (2000), Technology and women: A look ahead. Business Education Journal 4(2)146. Business Education book of Reading (5), 71-80.
December.Cogburn, D.I (2006), Globalization, Knowledge Education and Teaching in the Information Age. Bus. Edu. J. 7(3): 93-98
Farrant, J.S (1982), Principles and Practice of Education. Aba, Nigeria: Elendu
and Co. Business Education book of Reading. 11(3): 55-64 French, C.S (2006), Data processing and Information Technology London:
Longman. Oliver and Chapman’s. Business Education book of Reading.11 (3): 55-64
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