EVALUATION OF THE APPLICTION OF ICT FOR DATA

MANAGEMENT OF SECONDARY SCHOOLS IN ENUGU

EDUCATION ZONES OF ENUGU STATE

BY

IJERE CARLYSTER NONYE

2015432102

A MASTER’S DIGREE DISSERTATION

PRESENTED TO

CHUKWUEMEKA ODUMEGWU OJUKWU UNIVERSITY, ANAMBRA

STATE, DEPARTMENT OF EDUCATION MANAGEMENT,
FACULTY OF EDUCATION.

SUPERVISOR: DR. INNOCENT EZEH

AUGUST, 2017

1
 TITLE PAGE

EVALUATION OF THE APPLICTION OF ICT FOR DATA

MANAGEMENT OF SECONDARY SCHOOLS IN
ENUGE EDUCATION ZONES OF
ENUGU STATE

BY

IJERE CARLYSTER NONYE

2015432102

BEING A MASTER’S DIGREE DISSERTATION PRESENTED

DEPARTMENT OF EDUCATION MANAGEMENT CHUKWUEMEKA
ODUMEGWU OJUKWU UNIVERSITY, ANAMBRA STATE.

AUGUST, 2017
2
3
 APPROVAL

This project work has been approved for the Department of Education

Management and administration, Chukwuemeka Odumegwu Ojukwu University,

Anambra State.

_________________________ _____________________
DR. INNOCENT EZE DATE
SUPERVISOR

_________________________ _________________________
DR. OBIAGWU CLARA O. DATE
Head of Department

_____________________ ________________________
EXTERNAL EXAMINER DATE

______________________ _______________________
PROF. BEN. EJIDE DATE
DEAN OF FACULTY OF EDUCATION

4
 CERTIFICATION

I, Ijere, Carlyster Nonye, a postgraduate student in the Department OF Education

Management With Registration number 2015432102 has satisfactorily completed

the requirement For course work and project work For the degree of masters in

Education. The work embodied in the project is original and has not been

submitted in part or full for any other Diploma or degree of this or any other

university.

5
 DEDICATION

This work is dedicated to Almighty God first, for preserving my life; and to my

amiable husband, Mr. C. C. Ijere, and my beloved children, Faith, Caleb, Victor

and Kingsley.

6
 ACKNOWLEDGEMENTS

I wishes to express my profound gratitude to all those who in one way or the other

directly or indirectly contributed to the success of this work.

My gratitude goes to my supervisor Dr. Innocent Ezeh, whose understanding,

patience and untiring efforts provided direction, motivation, guidance and

Constructive corrections, to ensure that this work was completed. I acknowledge

the Dean of Studies, P.G School, Peaceland College of Education, Enugu and all

my lecturers, Dr. Amechina, Dr. Ezeh James, Dr. Akubuilo, Dr. Kingsley. Etc. I

wish to thank my beloved husband Mr. C. C. Ijere for providing me a shoulder to

place my head, and also my children for their patience and endurance for all the

time I was not there for them, during the course of this study. Also my special

thanks to the coordinator PG Schools, Mr. Kizito and all my course mates who in

one way or the other contributed to the success of this study.

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 TABLE OF CONTENTS

Title Page i

Approval page ii

Dedication iii

Acknowledgement iv

Certification v

Table of Contents vii

List of tables

Abstract ix

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 7

Purpose of the Study 7

Significance of Study 8

Scope of the Study 10

Research Questions 10

Hypotheses 11

CHAPTER TWO: REVIEW OF LITERATIURE

8
Conceptual Framework

Concept of Management 13

Concept of Data 14

Concept of Educational Data 15

Concept of Data Management 17

Concept of ICT for Data Management 17

Benefit of ICT for Management 22

Problem Associated with Data Management 24

Strategies for Improving, Management 33

Theoretical framework 36

System Theory 36

Human Relations Theory 38

Review of Empirical Studies 40

Summary of Literature Review 44

CHAPTER THREE: METHODOLOGY 41

Research Design 41

Area of the Study 42

Population for the Study 43

Sample and Sampling Technique 43

Instrument for Data Collection 43

Validation of the Instrument 44

Reliability of the Instrument 44

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Method of Data Collection 45

Method of Data Analysis 45

CHAPTER FOUR: PRESENTATION OF RESULTS

Research Question One: 46

Research Question Two: 47

Research Question Three: 49

Research Question Four: 51

Hypothesis one: 52

Hypothesis two: 53

Summary of findings: 54

CHAPTER FIVE: Discussions, Conclusion and Recommendations `

Discussions of the findings Conclusion 56

Educational Implications 59

Suggestion for Further Study 59

Summary of the Study 60

References 61

Appendix I: Questionnaire 66

Appendix I: Letter of Introduction to Respondents 67

Appendix III: Summary of the zones in Enugu State 70

Appendix IV: List of School in Enugu State Education Zones 71

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 List of Tables

1 Mean ratings of principals and teachers regarding the type of facilities used 56
by school administrator in Secondary Schools in Enugu State.

2 t-test analysis of the mean scores of principals and teachers regarding their 57
opinion on the type of ICT facilities used in Secondary Schools in Enugu
Education zone.

3 Mean ratings of principals and teachers regarding the extent to which ICT
facilities are utilized by school administrators in Secondary schools in 58
Enugu Education zone.

4 t -test analysis of the mean scores of principals and teachers regarding their
opinion on the extent to which ICT facilities are utilized by school 59
administrators in Secondary schools in Enugu Education zone.

5 Mean ratings of principals and teachers regarding the constraints to the use
60
of ICT faculties in secondary schools in Enugu Education zone.

6 t-test analysis of the mean scores of principals and teachers regarding their
61
opinion on the constraints militating against the use of ICT facilities in
secondary schools in Enugu Education zone.

7 Mean response of principals and teachers regarding their opinion on the

strategies that could be employed to enhance the utilization of ICT facilities 62
by administrators in secondary schools in Enugu education zone.

8 t-test analysis of the mean scores of principals and teachers regarding their 63
opinion facilities by administrators in secondary schools in Enugu education
zone.

11
 Abstract

This study evaluated the application of ICT for data management of secondary
schools in Enugu Education Zone. Four Research questions guided the study. Four
null hypotheses were formulated and tested at D.05 level of significance. The study
was a descriptive survey, The study population comprised all the 31 secondary
schools in Enugu Education Zone of Enugu State/ Made up of 31 Principals and
l259`teachers. The sample size for the study was 31 principals and 126 teachers
totaling 157 samples selected using stratified random sampling technique. The
instrument that was used to collect the data was a questionnaire. The instrument
was face validated by three lecturers while the data collected were analyzed using
mean with standard deviation. Cronbach reliability alpha was used to ascertain the
reliability of the study and t-test statistics was used to test the null hypothesis at 0.5
significance using SPSS 20. The finding were that ICT facilities are not available
in the secondary schools, ICT facilities are utilized to a very low extent in the
secondary schools, there are constraints militating against the use of ICT facilities
in secondary schools and the strategies that could be employed to enhance the
utilization of ICT facilities by administrators in secondary schools in Enugu
education zone. In view of these findings, it was recommended that ICT facilities
should be made available through government funding and well spirited individual
or donour agencies, ICT facilities should be properly utilized by administrators in
secondary schools, and the constraints militating against the use of ICT facilities in
secondary schools in Enugu Education zone should be resolved through the
implementation of the strategies that is shown in this study.

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 CHAPTER ONE

INTRODUCTION

Background of the Study

In Nigeria, there is a great setback in education due to the

inadequate availability of authentic data resulting from insufficient

usage of ICT application for data management by secondary school

administrators. Adeyemi (2010.) In the blue print brought out by

the implementation committee on the National Policy on Education

2004 it was discovered that there is difficulties in Nigeria in

obtaining such basic data like the population of students, the

population of teachers, the number of instructional materials

available in schools, the number of school building to be renovated

and many others. The state ministries of education lack accurate

data which affects its policies and programmes and this is as a

result of fabricated data supplied to the ministry by the school

management (Federal Republic of Nigeria, 2017). Insufficient

educational statistical data on expenditure can not be broken down

to make the data valuable for most planning purposes in the

ministry of education.

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Educational planners all over the world sets future educational

target based on objectives identification, people’s aspiration,

problems of the society, needs and gaps in the field of education.

This is made possible through a careful examination of the past and

present efforts of stakeholders in education. In the absence of data,

which could be made available by proper use of ICT, none factual

and ambiguous information which are not accessible on demand is

what is obtained. This makes it impossible to achieve this laudable

objective and leads to failures in government policy implementation

at all levels.

The administrators of the current Universal Basic Education (UBE)

programme needs accurate data from school management to be

able to plan, organize and administer the programmes effectively.

This will enable them to take various decisions which should be

useful to the children, school system and the society. This decision

making process is frustrated due to lack of accurate data resulting

from inadequate and insufficient application of ICT.

The issue of application of ICT in data management is not

negotiable in our educational system. Considering the flaws in some

14
laudable educational programmes in Nigeria, there is the need to

develop a good ICT based data management system.

There have been insufficient teaching and learning materials in

schools since UBE was launched resulting to crash programmes,

recruitment of adhoc teachers to meet the demands for teachers in

schools and many other problems as a result of inaccurate data

used in planning for the aforementioned programme

From the above observation it is now very crucial that secondary

school management heads utilize ICT in data management because

of their role as the custodians of data in their various schools in

Nigeria.

According to Igbe in Ugbuehi (2011), data are the raw, unorganized

fact that describes an institution, person, places, things, ideas and

events which becomes information after being processed. Data are

facts, figures, letters, words, charts, symbols, images and several

other statistics.

They are numerical measures of phenomena and they are used in

the process of scientific decision making. Data are of common

occurrence in all discipline and fields of practice. Examples are the

field of education, engineering, science and business. Processed

15
data are reduced to information that could be necessary for decision

making. According to Akintola (2006) data are language,

mathematical or symbols which are generally agreed upon to

represent people, object, event and concepts.

When data are modeled, formatted, organized or converted in a way

that increases the level of knowledge for its recipient it becomes

information. There are two categories of data that can be kept by

any educational institution. These are: The quantitative and the

qualitative data.

Qualitative data are those data about the values of the system,

objective of the system and curriculum, of the system; the

quantitative data relates to quality, volumes and number.

Quantitative data are often referred to as statistics.

In Nigeria, secondary education aims at preparing an individual for:

Useful living within the society, and - Higher education.

Specifically, it aims at:

- Providing all secondary school leavers with the opportunity for

education of higher level irrespective of sex, social status, religious

or ethnic background;

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- Offering diversified curriculum to cater for differences in talents,

opportunities, and future roles;

- Providing trained manpower in applied science, technology and

commerce at sub-professional grades;

- Developing and promoting Nigerian languages, arts and culture in

the context of the world’s cultural heritage;

- Inspiring students with a desire for self improvement and

achievement of excellence;

- Fostering national unity with an emphasis on the common ties

that unite us in our diversity;

- Raising a generation of people who can think for themselves,

respect the views and feelings of others, respect the dignity of

labour, appreciate those values specified under our broad national

goals, and live as good citizens; and

- Providing technical knowledge and vocational skills, necessary for

agricultural, industrial, commercial, and economic development

(National Policy on Education, 2004).

The secondary education being fundamental in the child’s

education is a very vital aspect of the nation’s education system

that deserve to be handled with great care and caution

17
Consequently any error committed in the management of this level

of education may resound on other levels and thus seriously mar

the lives of the people and indeed the overall development of the

nation. This is a good reason why education managers must show

enough concern for those issues that concerns the organization and

management of the secondary school system such as the

application of ICT in record management. It is therefore necessary

for the secondary school administrator to always have accurate and

timely data at its disposal.

This study therefore will present a humble attempt to evaluate the

application of ICTs for data management by secondary school

administrators with a view to highlight the extent to which ICTs is

utilized for data management, the type of ICTs facilities used by

school administrators, the constraints to use of ICTs for data

management and the strategies that could be employed to enhance

the utilisation of ICTs for data management by secondary school

administrators in Enugu education zone.

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Statement of the Problem

Secondary school education has become more complex due to the

increase in the number of students’ enrolment as well as the

number of programmes being offered. Hence, its data management

demands more from the administrators if they are to achieve the set

goals. Due to this complexity, school administrators are often faced

with the challenge of managing schools data in a timely, meaningful

and productive way. Some of the problems faced include poor

communication within the staff and students and even with

external governing bodies of the school and unnecessary delay in

the compilation of student results. This is so because most of the

processes are still carried out manually and it affects effective

planning and development. Hence, this paper looks at the

application of ICT tools for effective school data management of

secondary schools in Enugu Education Zone.

Purpose of the Study

The general purpose of the study was to evaluate the extent of

utilization of ICT facilities by Secondary School administrators in

Enugu Education zone Specifically the study:

19
 1. Determine the type of ICTs facilities used for data

management by school administrators

2. Determine the extent to which ICTs facilities are utilized for

data management by school administrator

3. Determine the constraints to use of ICTs for data

management by school administrators.

4. Determine the strategies that could be employed to enhance

the utilization of ICTs for data management by school

administrators.

Significance of the Study

This study will be significant to the following groups:

The Education planners, the government of the state, the pupils,

the international organizations and future researchers in related

area.

The educational planners like the planning research and statistic

unit of the state Universal Basic Education Commission will benefit

from the outcome of this study because the principals will after this

study be in good position to supply the commission authentic data.

This is because they will be expose to measures of keeping good

record using ICT.

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The government of the state through the ministry of education will

know areas that secondary schools needs its attention either

financial or otherwise through the outcome of this study. The

government will be sure of what she is expending money on. There

will not be room for ghost workers or government spending money

on projects that does not exist. It will make government budget

efficient and reliable.

The pupil will benefit from this study because the government will

use data obtain from principals to make provision for them in

accordance with their population. It will help government to supply

them instructional materials and other things needed in the school

based on their population. Facilities like classrooms, desk, chairs,

library and others will be provided using the accurate population of

the pupils.

International organization like UNICEF, UNESCO, UNDP and others

who contributes to the growth of education in Nigeria will be able to

receive account from their benefactors. This study will expose the

these organizations deals with to render good account.

21
The findings of this study will be leverage to future researcher who

will find it interesting to carryout a further study on this or on other

study related to this study.

Scope of the Study

The study was delimited to ICT utilization by secondary school

administrators in Enugu educational zone.

The content scope was the utilization of ICT in records

management.

ICT for data management as utilized by secondary school

administrators, the type of ICT facilities used by school

administrators, the constraints to utilization of ICT facilities for

data management by secondary school administrators, and the

strategies that could be employed to enhance the utilization of ICT

for data management by Secondary school administrators.

Research Questions

The following research questions were posed to guide the study:

1. What are the types of ICTs facilities for data management

used by school administrators?

2. To what extent is ICT facilities utilized for data management

by secondary school administrators?

22
 3. What are the constraints to use of ICTs for data

management by school administrators?

4. What are the strategies that could be employed to enhance

the utilization of ICTs facilities for data management by

school administrators?

Research Hypothesis

The following research hypothesis were posed to guide the study:

Ho1: There is no significant difference in the mean rating of

teachers and principals on the adequacy of the type of ICT

facilities and data management of secondary school in Enugu

Education zone

Ho2: There is no significant difference in the mean ratings of

teachers and principals on the extent of application of ICT

facilities and data management of secondary school in Enugu

Education zone

Ho3: There is no significant difference in the mean rating of teachers

and principals on the constraints to the use of ICT and data

management of secondary school in Enugu Education zone

23
Ho4: There is no significant difference in the mean rating of teachers

and principals on strategies to be employed to enhance ICT

utilization and data management of secondary school in

Enugu Education zone.

24
 CHAPTER TWO

LITERATURE REVIEW

This chapter reviews related literature under the following sub

headings:

Conceptual Framework

Concept of management;

Concept of data;

Concept of educational data;

Concept of data management;

Concept of ICT for data management;

Importance ICT for data management;

Problem associated with data management;

Measures for improving data management;

Theoretical Framework;

Systems theory;

Human relation theory;

Related Empirical Studies and

Summary of Literature Review

25
Conceptual Framework

Concept of Management

Management is the organization and coordination of the activities of

a business in order to achieve defined objectives. There are various

uses of the term management which could mean different things to

different people in different context.

According to Idoko (2005), management is a vital link in the

existence of any organization, be it a school or an industry. This is

because it is that organ which oversees, directs, supervises and

controls the realization of the goals of the organization. Ogbonnaya

(2004) sees management as a process that demands the

performance of a specific function. According to him, management

is regarded as a profession.

Resser and Modugu in Idoko (2005) defined management, “as the

utilization of physical and human resources through cooperative

efforts and it is accomplished by performing the function of

planning, organizing, directing and controlling”.

Management focuses on the entire organization from both short and

long term perspectives.

26
According to Sakina (2004), management is the process of forming

a strategic vision, setting objectives, crafting a strategy and then

implementing and executing the strategy.

Management therefore is the coordination of all the resources of an

organization through the processes of planning, organizing,

directing and controlling in order to attain organizational objectives.

Concept of Data

Data are facts and statistics collected together for reference or

analysis. Programs are collections of instructions for manipulating

data. Data can exist in a variety of forms -- as numbers or text on

pieces of paper, as bits and bytes stored in electronic memory, or as

facts stored in a person's mind. Strictly speaking, data is the plural

of datum, a single piece of information.

In the words of Olubor (2003) data are the raw, unorganized facts

that describes institutions, persons, places, things, ideas and

events. According to Burch, Morrison and Reddin sited in Agbo

(2006), data are language, mathematical or symbols, which are

generally agreed upon to represent people, objects, events and

concepts. Osuala and Okeke (2006) viewed data as “a term that

means fact of all kinds”. Example, the data of one’s birth, one’s

27
school grades, addresses etc. Data changes to information when it

has been processed into a form that is meaningful to the recipient

or user and is of or perceived value in current decision process.

Information must add to knowledge but must be relevant to some

event or process. In computing, Data are the quantities, characters,

or symbols on which operations are performed by a computer, being

stored and transmitted in the form of electrical signals and recorded

on magnetic, optical, or mechanical recording media.

Concept of Educational Data

Education data refer to any information that educators, schools,

districts, and state agencies collect on individual students,

including data such as personal information (e.g., a student’s age,

gender, race, place of residence), enrollment information (e.g., the

school a student attends, a student’s current grade level and years

of attendance, the number of days a student was absent), academic

information (e.g., the courses a student completed, the test scores

and grades a students earned, the academic requirements a

student has fulfilled), and various other forms of data collected and

used by educators and educational institutions (e.g., information

28
related to disciplinary problems, learning disabilities, medical and

health issues, etc.).

The Macmillan dictionary of Education defines educational data as

observation on the numerical and non numerical magnitude of

educational phenomenon such as admission, facilities etc of the

educational institution.

According to Durosaro (2004), educational data are simply the

records gathered about operations of the education system.

Educational data could be qualitative or quantitative. The

qualitative data are used for describing characteristics which can

not be defined in numerical terms, it relates to information on

objectives, structure, curriculum and pedagogy. While Quantitative

data are data that can be quantified and verified, and is amenable

to statistical manipulation. Quantitative data defines whereas

qualitative data describes.

Data are essential to all organization. An organization can hardly

survive if it lacks data. Hence schools have great need to gather,

sort, analyze and evaluate accurately their data for survival.

29
Concept of Data Management

Data management is the development and execution of

architectures, policies, practices and procedures in order to manage

the information lifecycle needs of an organisation in an effective

manner. Techopedia explains data management as that which

encompasses a variety of different techniques that facilitate and

ensure data control and flow from creation to processing, utilization

and deletion. Data management is implemented through a cohesive

infrastructure of technological resources and a governing

framework that define the administrative processes used

throughout the lifecycle of data. It's a huge area, and this really is

just an over-arching term for an entire segment of IT.

A well organized data management system will enables a

stakeholder distinguished one school from the other, and the

school administrators will be conscious of when the school is not

performing up to acceptable standard through the analysis of the

available data in the school.

Generally, data management in education is so important that

whoever is charged with the responsibility of gathering and/or

supplying them should view their roles very seriously. This is

30
because sound educational planning at all levels in any nation

starts from proper data management.

Accurate data management will facilitate efficient resource

allocation and distribution. The Administrator with accurate

statistics (data) at his disposal will be able to decide on which

school, district or zone to assign what number of teachers. He will

be able to detect imbalances in the distribution of equipment and

can consequently plan to arrest the situation. With proper data

management, the educational administrators or planners at

different levels can plan for the future need expansion programmes

and in some cases, foresaw future threats to the system and

workout modalities for tackling such situations well ahead of time.

This is the information and computer age, therefore, it is important

that all data managers ensure that all information be made

available to those in need of it to perform their assignments

Concept of ICT

According to Rouse, (2012) Information and communications

technology (ICT) stresses the role of unified communications and

the integration of telecommunications (telephone lines and wireless

31
signals), computers as well as necessary enterprise software,

middleware, storage, and audio-visual systems, to enable users to

access, store, transmit, and manipulate information.

The term ICT is also used to refer to the convergence of audio-visual

and telephone networks with computer networks through a single

cabling or link system. There are large economic incentives (huge

cost savings due to elimination of the telephone network) to merge

the telephone network with the computer network system using a

single unified system of cabling, signal distribution and

management. Reju & Adesina, (2009).

ICT covers any product that will store, retrieve, manipulate,

transmit or receive information electronically in a digital form, e.g.

personal computers, digital television, email, robots etc.

Rather than use lots of different systems to manage information,

schools use ICT School Management System (sometimes called a

School Information System, or SIS). This is a system that manages

all of a school's data in a single, integrated application.

Schools have to manage many different sets of data, such as:

32
  Pupil information (name, contact details, etc.)

 Staff information (name, bank details for pay, etc.)

 Timetable (rooms, times, subject, staff, classes, etc.)

 Pupil attainment (marks, grades, comments, etc.)

 Pupil behaviour (dates, incidents, notes, etc.)

 Administration data (letters, forms, etc.)

 Financial records (wages, fees, etc.)

 Exam entries (times, dates, pupils, results, etc.)

Example of ICT school management system portal:

Having all of the information in a single system allows schools to

more easily connect data together. Ngene& Ekemezie, (2004).

For example, when viewing a pupil's record, the user could follow a

link to the pupil's class, and from there a link to the pupil's teacher,
33
and from there a link to the teacher's other classes, and so on.

These connections between sets of data allow complex tasks to

easily be performed such as:

 Sending letters to all parents of pupils who scored below 50%

in their last English test

 Printing personalised timetables for pupils (even though they

have all chosen different options)

 Monitoring the progress of pupils in multiple subjects, over a

number of years

As you can see, School Management Systems are pretty complex.

Most systems are based on a complex relational database. The

database contains many tables of data, each table having many

records and many fields. ICT application makes school data

management a lot more easy and faster.

Benefit of ICT for data management

According to Ngene et al (2004). ICT for data management is essential

requirement in the fast growing demand of information for the

following reason:

34
Easy Access

Ngene, noted that the moment the document is scanned, it becomes

accessible from any computer by an authorized administrator.

Compare this immediate access to a traditional paper file, which

has to be housed in a file cabinet or room and then must be must

be requested, retrieved and delivered to a student. Nworgu, (2006). He

further stated that during its use that paper file can not be accessed by

another employee, nor is it easily tracked during its journey.

Electronic documents can be retrieved immediately, shared and

routed to any employee who needs it.

Searchable Text

When a document is scanned, OCR examines the text and creates a

digital version of the contents. This text is stored with the

document, creating a file that can be searched by any staff or

student. If a school needed to find every file that mentions a

particular student, they could search the document database for

every mention of that name. This turns ordinary files into huge

databases of information that can be used for marketing, audit and

management purposes. Ngene et al (2004).

35
Cost Savings

The switch to electronic documents is a tremendous cost-saving

opportunity for most schools. The cost for filing cabinets, supplies

and the real estate required to store them on site is substantial. If a

company uses an off-site storage facility the cost to store and

retrieve files is equally expensive. Add to this the cost for filing

clerks and the downtime required to find specific files and the price

of a manual filing system is substantial. With digital systems, there

is a cost for the scanning and filing technologies, but once digitized,

the cost for data storage is quite low. Ngene et al (2004).

Security

The difficult task of securing confidential information is simplified

with a digital document management system. Whereas paper files

need to be stored in secure cabinets and controlled using a manual

access system, electronic documents are easily encrypted with

access controls using passwords and an authentication system.

36
Electronic files never go missing, nor do they easily fall into the wrong

hands. Ngene et al (2004).

Problems Associated with Data Management

Educational administrators at different level face a number of

problems in their bid to collect, store, process, retrieve and utilize

data for drawing up educational plans.

In the statistics division of some educational organization according

to Mgbodile (2004), there are inaccurate data. For instance, in some

local government areas where there may be about 70 English

language teachers, one could find 100 recorded in the files. Also, a

school may have a population of about 3,600 students (1,500 boys

and 2,100 girls). But the figure in the Ministry of Education may be

1,750 boys and 3,250 girls, totaling 5,000 students. It is therefore

pertinent that educational administrators be fed with accurate,

authentic and relevant data involving the students’ enrolment, staff

– student ratio, the number of available facilities and equipment.

These data are needed for effective planning and funding of

educational programmes. But in some cases, one would discover

that these data are never available and even when they are; at times

37
are inaccurate and so administrators and chief executives of

educational institutions face problems in the planning and

administration of educational programmes. According to

Ogbonnaya in Mgbodile (2004).These problems are largely caused

by the following :

a) Inaccurate Statistical Data

This is one of the constraints facing the implementation of

educational programmes in Nigeria. An adequate educational

planning has to be based on available, appropriate and reliable

statistical data. Reliable records of what have been and what is

available will help planners know what the population of the

beneficiaries is, the anticipated population rise in future and also

what the employment structure is like. Wrong information and

wrong figures make it difficult, if not impossible to implement

educational programmes. In the statistics division or units of some

ministries of education, secondary education management boards,

etc one would find inaccurate information. It is also surprising that

some secondary school principals do not know the number of

buildings in their schools. Some of them give wrong or inaccurate

38
figures to SEMB when they visit their schools for facilities up-date.

Bosah cited in Njoku, (2008)

b) Inadequate finance

There have been inadequate financial resources to grapple with

educational problems for sometimes now. The secondary education

management boards in most states have inadequate funds for not

only the payment of staff salaries but also for the procurement of

most valuable office equipment such as the data management

systems which can help for easy sourcing of data, analysis,

processing and retrieval. The tendency of most educational

planners to under-estimate the cost of educational programme and

over-estimate the anticipated financial resources to fund the

programme is a major constraint in the area of finance. The failure

of our educational planners to anticipate increase in the cost of

goods and services in their projections often leads to

underestimation of costs and implementation problems.

However, there are other problems, according to Bosah cited in

Njoku, (2008) they include:

i) Ignorance:

39
The driving force behind any venture is the knowledge of the

need/utility value of the said venture. This knowledge motivates

and sustains the efforts of the operatives in seeing the venture to

fruition. Poor data management as presently observed in secondary

schools in Enugu Education zone of Enugu state suggests that

many Educational Administrators lack the knowledge of the

usefulness of properly kept educational data. Many tutorial and

non-tutorial staff that are delegated with the authority and

corresponding responsibility of keeping data in the schools do not

appear to show that they appreciate the value of the exercise in the

complex equation of educational development of the nation. An

enlightenment programme for all school personnel of the secondary

schools appear imperative. It is true that some records need special

skills to be properly managed. The knowledge of what to do will

definitely help.

ii) Non-utilization of submitted records:

Arbitrary financial allocation to schools which should have been

directly propositional to student population and promotion of

teachers with poor evaluation score in preference to many with

outstanding good performance leave a very serious question mark

40
on how those in authority make important decisions that should

have been guided by submitted data. This dampens the spirit of

school heads and or Educational administrators who believe that

decisions should be based on facts and not the rule of thumb.

Consequently, record management is dismissed as a tortuous

valueless routine.

iii) Lack of Space:

Lack of office space, for files, cupboards, shelves and file cabinets

leave the educational administrators frustrated about where to

store valuable data.

iv) Inadequate data management facilities:

Computer and film services are modern facilities devised to facilitate

the reduction of record volumes and facilitate the retrieval of data.

They also have the added advantage of reducing the space occupied

by records kept in files and note books. These important facilities

are lacking in Secondary schools in the zone. Shelves, cupboards,

file cabinets, files and note books are equally inadequate in many

schools. The financing of the schools appear so poor that the

educational administrators are left frustrated with writing unreplied

memoranda to constituted authorities for funds. When replied,

41
school administrators are often advised to “wait until economy

improves”. Nigerian schools obviously need improved financing to

meet the huge responsibilities placed on them.

v) Lack of security:

Security is grossly lacking in Nigerian schools. Files disappear from

shelves; important documents are pilfered from files. In strange

circumstances, records are mysteriously set ablaze to cover one

selfish interest or the other or to cover perpetrated fraud.

vi) Inadequate transport facilities:

Most of the schools in the education zone lack or have insufficient

road worthy vehicles to convey data collectors to and from schools

in their zones. And record management therefore suffers serious

set-back where there is need for input/data runs. Nevertheless,

other problems were enumerated by (Durosaro 2008) as:

i) Inaccessibility of Existing Data:

High rate of pupil attrition, especially in the rural areas poses a big

problem. Children who are enrolled in schools fall-out at will either

through illness, sheer lack of interest or ignorant of what schooling

holds in stock for them in future. Ignorant and poor parents, who

cannot pay school fees, withdraw their children from school without

42
as much telling the school heads. Infrastructures and equipment

are destroyed from time to time by bush fire, rain storms, termites

and mischievous persons, including students. All these put

together, contribute in no small measure the effort of the planner at

acquiring valid and reliable data. Durosaro (2008)

ii) Shortage of Staff/Personnel:

The section of the educational offices charged with the

responsibility of collecting education data are often ill staffed. As a

result, affect the number of work being carried out by them. They

do their best but some times, it fall short of the requirements of

planning unit.

Considering the above deficiencies encountered by educational

administrators in data management, one can easily appreciate the

type of constraints which affects the effective data management in

schools. This is because with each constraints, the school

administrator is faced with the intricate management processes and

within each process, there are other numerous and difficult actions

and decisions which need to be taken. The net effect is that school

administrators are faced with such decision making tasks as

ensuring that the huge data available to education are properly

43
collected and utilized, ensuring that the information gap between

users of education is bridged, reducing the planning times

associated with delays in collecting, processing and receiving of

data, ensuring that the least manpower, equipment and financial

resources are used efficiently. (Durosaro 2008).

All these suggest that the traditional educational administrator

would get lost, in the job if not assisted with modern technological

devices. Hence, the need for computer-based data collection,

processing, storage, retrieval and utilization, even though it has its

own limitations.

Imboden cited in Njoku (2008) carried out a case study of data

analysis for decision making on education in developing nations

where he discovered that many of the countries even gathered more

data than are analysed or even used in policy making. This he said

occurred partly because; the data analysts do not have adequate

knowledge of computer technology and are even ignorant of what

analysis to do. In most cases, at the school level people resort to

calculators and simplistic estimation.

The problems facing educational administrators in the area of data

management/storage are such that people are careless with data.

44
People don’t preserve documents even personal documents such as

pay slips, declaration of age, marriage certificates, receipts of

payment made on school fees and even certificates are being

poorly kept and lost (Durosaro, 2008).

As could be perceived by Durosaro another problem with data

management/storage is that people are not aware of some modern

storage facilities such as computer diskette, flash disc, and

microfiche. Even where the staff is aware, the schools may not be

empowered to purchase them. There is also the problem of storage

due to faulty cataloguing which makes retrieval difficult.

Finally, the open secret of all the problems mentioned in this study

is that most if not all education department operate on two or three

sets of data. They have accurate or near accurate data meant for

internal consumption and the inflated and/or deflated figures for

submission to the state or national headquarters based on what

they are told the data will be used for. At the end therefore, the

planner in the head office nearly always produces plans on the

basis of falsified data.

The computer as a modern device for data processing is an

important tool to the contemporary data management. This is why

45
the computer system is given a lot of priority when discussing data

management. A computer is defined as a machine which accepts

data from an input device performs arithmetical and logical

operations in accordance with a pre-defined programme and finally

transfers the processed data to an output device either for further

processing or in a final printed form, such as education documents,

schedules and management control reports Ottih in (Agbo, 2006).

Strategies for improving data management

Although accurate data collection and management efforts are beset

with numerous problems, there is still the hope that things can

improve. Obviously, a vital step towards improving data

management problems of educational administrators is that of

finding solutions to some of the major constraints to data collection,

processing, retrieval, storage and utilization. The school Principals

and teachers are the primary sources of major education data. The

inadequate cognitive preparation of principals and teachers for their

jobs constitutes part of the problem of data collection, processing

and storage faces by the schools.

To reduce some of these constraints, the educational administrators

and teachers should be trained and retrained in the modern system

46
of data collection, processing, retrieval and storage. They need to be

taught the improved systems of recording school level data

accurately.

According to Adesina cited in Njoku (2008) to improve on data

management, the education authorities should do the following:

1) A comprehensive programme of enlightenment should be

developed to educate the suppliers and collectors of education data

on the need to have accurate data at all times. Data are sometimes

falsified in ignorance of the incalculable damage such a falsification

does to the local and national education plans.

2) There should be adequately staffed zonal education offices to

facilitate access to all schools as often as possible in the bid to

establish and maintain an up-to-date data bank.

The staff should visit the schools at least once a term to check on

secondary school data.

3) Statistics offices should be staffed with the right personnel who

are knowledgeable to handle every aspect of data that enters the

unit. Also adequate facilities should be provided to be able to visit

remote schools. For instance, schools in the hills, islands, creeks,

should be provided with bicycles, motor boats, etc. whereas those

47
ones located at the villages that have access roads maybe visited

with motor cars, motor cycles, etc.

4) As a matter of fact, efforts should be intensified by both the

Federal and State government to provide the information

management system (computer) in every zonal education offices so

as to ensure a better data management. These machines should be

installed in these offices for easy gathering, processing, retrieval

and storage of information for both immediate and future use.

5) There is the need to create awareness at our school level through

helping them to have access to computer and be computer literate.

This will ensure better storage, more accurate analysis and a quick

retrieval of data when needed.

6) Educational planners should not shy away from updating

their knowledge or skills by attaining more training on computer

usage and application. All collectors and even users of information

should be computer literate so that they can operate the system.

Also, educational administrators should as well be trained on how

to secure data so that there can never be falsification of figures or

statistics of any kind.

48
Theoretical Framework

Systems Theory

The theory was propounded by Talcott Parsons in the year 1902. He

was an American sociologist who served in the Faculty of Harvard

University from 1927 to 1973.

This theory is based on the notion that all organisms including

human organizations as well as educational organization are

systems that probably follow the same rules to some extent. By

implication, an organization should be studied not merely as a

formal arrangement of superiors and subordinates or as a social

system in which people influence each other, but as a total system

in which the environment, the formal arrangements, the social

system, and the technical systems are all constantly interacting ,

Carzor in Unachukwu, 1997:124. Systems as a term have been

used to describe the working of almost everything. Consequently,

people talk of a car system, a human body system, an electrical

system, an educational system, an information management system

and others. The basic idea here is that the parts of anything are so

related and dependent that the interrelationship of any part affects

the whole.

49
Many problems facing the Nigerian educational data management

system today can be resolved through systems analysis. This is

possible because there are a number of systems oriented

management techniques which have been developed for the

physical, biological and social sciences that could be adopted and

applied in educational administration. For example, Planning,

Programming and Budgeting System (PPBS), Management by

Objective (MBO), among others. These techniques which ordinarily

involve some mathematical calculations can be used by educational

administrators to analyze almost every educational progoramme in

a systematic way. The relevance of this theory to this study is that

since decisions or environmental change can influence the entire

system, there should be the use of higher mathematics and the

computer in solving the problems encountered by educational

administrators in secondary schools in the management of data in

Enugu Education zone. However, these techniques which usually

involve some mathematical calculations can be used by educational

administrators to analyze almost every educational programme in a

systematic way.

50
Human Relations Theory

The human relation theory was postulated by Mary parker Follet or

Elton Mayor. The human relations theory of management began

development in the early 1920's during the industrial revolution.

The central idea of this theory is that human factor is important in

the achievement of organizational goals. Thus, it was assumed that

workers will achieve better results if their personal welfare is taken

into consideration. According to Unachukwu cited in Njoku, U.C.

(2008) “human relations focuses on the development of morale and

individual satisfaction among workers”.

Morale here encouraged group cohesiveness and group

belongingness. She went further to say that human relations theory

leads to diffusion of authority which led to a wider participation in

decision-making as well as decentralized approach to organization

rather than centralization.

The central argument in this theory is that it is only when

individuals are treated humanely that they can have the motivation

to participate actively in the achievement of organizational goals.

This as could be seen, differs from the position of classical

51
management theorists who believed that work can be achieved in

an organization at the expense of workers welfare. With this theory,

the focus is on people and how they interact. It is perhaps, believed

that the basic problem of any organization whether industry,

educational system or even a family is the building and

maintenance of good relationship among the various groups in the

organization.

Follet as a social philosopher was concerned with human problems

encountered in organizations, and therefore concluded that such

problems can only be minimized when there is cooperation among

the workers. She therefore emphasized coordination as the basis of

any organizational effectiveness.

The relevance of this theory to ICT application for data management

of secondary school is that ICT management problems can only be

solved through good relationship and cooperation among the

various bodies and units in the school whose work it is to manage

and store data for educational activities. The cooperation among the

administrators and workers in the school can bring about the

actualization of goals and objectives of the education. Another

relevance of this theory to the study is that school administrators

52
should involve all the principals and teachers in decision-making so

that whatever decision reached as to handle the data issues of the

school will be all embracing.

Review of Empirical Studies

This section reviewed available materials or studies on data

management which are related to the present study.

Agbo (2006) carried out a study on the problems of data

management for educational administration and planning in Ebonyi

State Secondary Education System. The researcher employed

descriptive survey design in generating its data. The population

comprised of all the 600 staff of the secondary education board in

Ebonyi State. The instrument for data collection was the

questionnaire which, were arranged in three parts, 1, 2, and 3

respectively. The data was analysed using the mean and t-test

statistical tool. The results revealed that lack of facilities/equipment

such as computer systems, data bank for storage etcetera, are

major contributors to serious problems of proper data management

for educational administration and planning in Ebonyi State

Secondary Education System.

53
Ibezim (2006) carried out a study on the assessment of the

electronic records management practices of selected universities in

the South Eastern States of Nigeria. The study adopted a survey

research design. The population of the study consisted of 42

respondents made up of 4 directors, 3 system analysts, 2 computer

programmers, 1 computer engineer and 3 data administrators/

operators of the electronic records management department of the

universities. The data was analysed with the mean and standard

deviation while t-test statistical tool was used to test all the null

hypotheses. The major findings of the study were that; not all

records are managed electronically in the selected universities and

that some strategies and measures used for capturing, maintaining

and securing electronic records in the selected universities are not

effective.

Ezema (2013) carried out a research on the Data Management

Practice of Secondary School Administrators in Nsukka education

Zone of Enugu State. The study adopted a descriptive survey. The

study intended to establish the opinion of teachers and principals

of secondary schools in Nsukka Education Zone of Enugu State on

the data management Practices of Secondary School administrator,

54
The population of the study comprise all 58 principals and 2004

teachers serving in Nsukka Education Zone who perform

administrative functions. The instrument for data collection was a

researcher designed questionnaire. The research revealed that there

were a lot of constraints facing educational administrators as

regards data management practices like lack of requisite knowledge

of managing data, inadequacy of data storage facilities in the

schools etc.

Okanume (2004) conducted a research on the problems of

information management among counselors in secondary schools of

Enugu State. The population for the study comprised of all the 100

counselors in the secondary schools in old Nsukka Education Zone.

Questionnaire was used as the instrument for data collection. The

study used descriptive survey design for data collection. The data

was analysed using the mean score to compute each unit of the

responses in the questionnaire items. The findings showed that

there was no significant difference in managing information among

experienced and inexperienced, male and female, trained and

untrained counselors.

55
Akachukwu and Osiowor (2000) carried out a study on the

maintenance of information services in secondary schools in Oji-

River Education zone. Population for the study was made up of the

fifty practicing counsellors in the Education zone. Purposive

sampling technique was used. The research instrument used for

data collection was questionnaire. Data was analyzed using mean

score. The presentation and analysis of data were made for the

research questions in tables. The result of the study revealed that

finance and resource center hinders the maintenance of information

service in secondary school guidance programme while

accommodations and personnel are not hindrances to information

service in secondary school guidance in Oji-River Education Zone.

The above were the only available studies that are related to this

present study. Unfortunately, the researcher discovered that very

few studies have been carried out on this study despite its

importance in educational management. And this created an

information gap in effective management of education. However,

this study is initiated so that this gap created could be filled.

56
Summary of Literature Review

It has been observed that data and its management are very vital in

any organization especially in education sector. It is the

determining factor that determines the success or failure of any

educational system towards the realization of set goals. This is why

the researcher reviewed the literature for this study under the

following sub-headings to help her cover up the necessary areas of

this work. They include; Concept of management, concept of data,

concept of Educational data, concept of Data management, and

concept of ICT for Data Management.

Another aspect of the review was on the problems associated with

data management as they relate to data collection, process, storage,

retrieval and utilization with particular reference to Secondary

School in Enugu Education Zone. This was preceded with the

measures for improving the problems.

However, the theoretical framework was discussed. This was carried

out under the following theories of management; systems theory

and human relations theory. Also some relevance of the theories to

the present study was highlighted.

57
Although some studies have been carried out in other areas of ICT

such as problems of data management for educational

administration and planning of secondary schools in Orji River,

Data Management Practice of Secondary School Administrators in

Nsukka Education zone, assessment of the electronic records

management practices of selected universities in the South Eastern

States of Nigeria, the maintenance of information services in

secondary schools in Oji-River Education zone and problems of

information management among counselors in secondary schools of

Enugu State, etc., no work has been done, to the best of my

knowledge, on the evaluation of application of ICT for data

management of secondary schools in Enugu Education Zone. This

is the gap created which this study tends to close, hence the need

for the study.

58
 CHAPTER THREE

RESEARCH METHOD

This chapter deals with the procedures that was taken in carrying

out the study. It was organized under the following subheadings:

Design of the study, area of the study, population for the study,

sample and sampling techniques, instrument for data collection,

validation of the instrument, reliability of the instrument, method of

data collection and method of data analysis.

Design of the study

The design of this study was a descriptive survey. It tried to

establish the opinions of administrative staff of the secondary

school on application of ICT for data management in Enugu

Education Zone. Ali (2006) defined descriptive survey as “a study

which seeks or uses the sample data of an investigation to

document, describe, and explain what is existent or non existent,

on the present status of a phenomenon being investigated”. This

research design is best suitable for this study because it permit the

collection of original data and describe the conditions as they exist

in their natural setting. It also helps to homogenize the population

59
and affords the respondents equal chance of being chosen for the

study.

Area of the Study

The area of the study was Enugu Education Zone of Enugu State.

The study was carried out among secondary schools in this zone.

The zone is made up of three Local Government comprising Enugu

East, Enugu North and Isi-Uzo Local Government Areas.

Records at the Post-Primary School Management Board (PPSMB),

Enugu, revealed that Enugu Education Zone had 31 secondary

schools. 9 of these schools were in Enugu East, 12 secondary

schools were in Enugu North Local Government Area (LGA) while 10

were in Isi-Uzo LGA .

Enugu East is a Local Government Area of Enugu State, Nigeria.

Its headquarters is in Nike. It has an area of 383 km² and a

population of 279,089 at the 2006 census. It is made up of Nike

District and Ugwogo District.

60
Enugu South is a Local Government Area of Enugu State, Nigeria.

Its headquarters are is in Uwani. It has an area of 67 km² and a

population of 198,723 at the 2006 census.

Isi Uzo is a Local Government Area of Enugu State, Nigeria

bordering Benue State and Ebonyi State. Its headquarters is in

Ikem. The other towns are: Eha Amufu (where the Federal College of

Education is located), Neke, Mbu, and Umualor. Isi-Uzo is a

constituent of Enugu East Senatorial Zone. It has an area of

877 km² and a population of 148,415 at the 2006 census.

The natives of these local governments are mostly farmers and petty

traders and civil servants.

The zone has a total of 31 principals and 1,259 school teachers.

Out of this figure, 10 principals and 408 teachers are from Isi-uzo

Local Government, 9 principals and 340 principals are from Enugu

East Local Government, while 12 principal and 511 teachers are

from Enugu North Local Government.

Population of the Study

The population of the study will comprised all the principals and

teachers of the Secondary school in Enugu Education Zone, Enugu

61
State. Based on the available statistical data as at June, 2008, The

population of staff comprised 31 principals and 1259 teachers.

Statistics/planning unit, Post Primary School Management Board,

(2008)

Sample and Sampling Techniques

A sample of 157 respondent was used for the study. To ensure that

all the respondent are equally represented and had equal chance of

being chosen, the researcher sampled 31 school principals and 126

teachers and used stratified random sampling techniques to sample

10% of the total population of classroom teachers. This is in line

with the Castillor (2009) which states that if the population of a

study is in a few hundreds 40% or more sampling will do, if many

hundreds a 20% sample will do, if a few thousands a 10% sample

will do and if several thousand a 5% or less will do.

However, the researcher intends to use 10% of the teacher’s

population. The rationale for selecting 10% of the population is in

line with the postulation of Nwana (1981) which states that if the

population of a study is in a few hundreds 40% or more sampling

62
will do, if many hundreds a 20% sample will do, if a few thousands

a 10% sample will do and if several thousand a 5% or less will do.

The sample was then stratified into principals and teachers of

secondary school which yielded 31 principals and 126 teachers

respectively.

Instrument for Data Collection

Questionnaire was developed by the researcher to elicit information

from the respondents. The questionnaire had two sections; Section

A and Section B.

Section A dealt with the personal data of the respondents while

section B dealt with items bordering on application of ICT for data

management of secondary school in Enugu educational zone. The

25-items in the questionnaire were put into clusters as follows:

Cluster A involve the extent to which ICTs facilities are utilized by

school administrator which contained items (1 – 7), Cluster B

bordered on the type of ICTs facilities used by school administrators

which formed items (8– 12), Cluster C dealt on the constraints to

the use of ICTs by school administrators, had items (13 – 18) and

Cluster D dealt with the strategies that could be employed to

63
enhance the utilization of ICTs by school administrators with (19–

25) items respectively.

The items were placed on a four point rating scale of Strongly Agree,

Agree, Disagree and Strongly Disagree for questions 1,3 and 4.

While question 2 was Very great Extent, great extent, low extent

and very low extent.

Validation of the Instrument

The instrument was subjected to face validation. The initial draft

was given to 3 experts, 2 from Department of Educational

Foundations (Education Management), Peaceland College of

Education, Enugu and one from Measurement and Evaluation

department of the same institution. They were requested to study

the items and access the suitability of the language, the adequacy

and relevance of the items in addressing the research questions

bearing in mind the purpose of the study. Their corrections and

comments were used to modify the questionnaire.

Reliability of the Instrument

To determine the reliability of the instrument, the questionnaire

was trial tested on 5 principals and 20 teachers in Secondary

Schools in Nsukka Education zone, outside the study area . This

64
served as similar population for the study. During the trail test, the

researcher distributed 15 copies of the validated instrument once to the

respondents with an introductory letter acquainting them With the

rationale for the study. The researcher assured the respondents of

complete confidentiality of all the information they will supply and

allowed them time to fill the instrument. Thus, the completed copies were

collected from the respondents at a later date agreed upon. Finally, the

researcher was able to retrieve copies of the duly filled instruments.

The researcher then used the Cronbach Alpha reliability

estimate to analyze the data collected looking for a score of .70 for higher

consistency. As a result of the fact that section B of the instrument is in

parts, the researcher decided to find the reliability coefficient of the

various· parts of the instrument. To this. end, a coefficient of α = 0.83. was

found for part 1, part 2, α =.98, part 3. α =.97 and for part 4, α =.95, the

researcher went further to ascertain the coefficient for the entire

instrument, this stood at α =.97, this ·the researcher regarded to be high

enough and so use the instrument to collect the much needed data

because it was approved of by the panel.(see Appendix IV)

65
Method of Data Collection

The researcher used direct delivery method in collecting data. This

helped the researcher collect the questionnaire immediately after

completion. It equally facilitated hundred percent returns of the

copies of the questionnaire distributed. Copies of the questionnaire

was administered to the respondents with the help of four research

assistants. This is to ensure quicker coverage of the education zone.

Method of Data Analysis

The data collected for this study was analyzed using mean score

and standard deviation to address the research questions.

The cut-off was 2.5 that is any item with a mean score of 2.5 and

above was considered accepted while any item with a mean score

below 2.5 was considered rejected. The t-test was used to test the

null hypotheses at .05 level of significant.

Decision Rule:

For the researcher questions: Any item with a mean score of 2.50 and

above was regarded as great extent/agreed while any item whose mean

score is below 2.50 was interpreted to mean “low extend/disagree”

For the hypothesis, the decision rule was that if p-value was less than

0.05 alpha confidence level we rejected the null hypothesis. SPSS was

66
used for the data analysis. (P Values = calculated probability)

67
 CHAPTER FOUR

PRESENTATION OF RESULTS

This chapter is concerned with presentation of the result obtained from analysis of

data relating to the study. The results are presented in tables according to the

relevant research questions and hypotheses that guided the study.

Research Question 1

What are the type of ICT facilities used by school administrator in Enugu
Education zone?

Table 1: Mean ratings of principals and teachers regarding the type of ICT
facilities used by school administrator in Secondary Schools in Enugu State.
Principals Teachers
N X SD D N X SD D
1 There are computer for recording 31 1.7 1.0 LE 1.66 47 LE
13
of student admission data
2 31 1.8 1.25 LE 1.56 .52 LE
There are projectors for teaching
13
students

3 The school is connected to the 31 1.7 .6688 LE 132 1.8 .47 LE

internet, and there is internet
portals for student to browse
their results
4 CCTV are available for teaching 31 1.9 .5388 LE 132 1.59 .53 LE
students in the school
5 Is involved in the recruitment of 31 1.9 . LE 132 1.9 .35 LE
resource teachers in some 5388
essential subjects 2
6 The schools provides functional e- 31 1.3 .8823 LE 132 2.00 .00
library or electronic learning.
7 31 1.6 .4954 LE 132 1.15 . LE
There are Examination Scoring 992
Machine (OMR)

CLUSTER MEAN 1.73 0.77 LE 1.66 67 LE

68
Data in table one shows grand means of 1.73 and 1.66 which implies that

principals and teachers disagreed that ICT facilities are used in the secondary

schools. Since the grand mean is below 2.50.

Ho1: There is no significant difference between the mean responses of principals

and teachers regarding the type of ICT facilities used in Secondary Schools in

Enugu Education zone of Enugu State.

Table 2: t-test analysis of the mean scores of principals and teachers regarding

their opinion on the type of ICT facilities used in Secondary Schools in Enugu

Education zone of Enugu State.

t-test for Equality of Means

t Df Sig Mean Std. Error 95% Confidence

. (2- Difference Difference Interval of the
tailed) Difference
Lower Upper
.516 12 .615 .06571 .06571 .12743 -.21194
.516 10.548 .617 .06571 .06571 .12743 -.21624
Source: Researcher computation using SPSS 20.

The result shows that the t-value is .516. p-value = .615 which is greater than 0.05

significance level, so we accept the null hypothesis.

69
The implication is that there is no significant difference in the mean opinion of

principals and teachers regarding their opinion on the type of ICT facilities used in

Secondary Schools in Enugu Education zone of Enugu State

Research Question 2

To what extent is ICT facilities utilized by school administrators in Secondary schools in

Enugu Education zone?

Table 3: Mean ratings of principals and teachers regarding the extent to which
ICT facilities are utilized by school administrators in Secondary schools in Enugu
Education zone?

SN Options Principals Teachers

N X SD D N X SD D
1 The school administrators use 31 1.19 .60107 LE 132 1.06 .253
computer for recording of student LE
admission data
2 The school administrators use e- 31 1.29 .46141 LE 132 1.09 .299 LE
examination instead of pen and paper
3 The school administrators use school 31 2.6 .54081 LE 132 1.12 .417 LE
portals for student results upload
4 The school administrators used 31 1.16 .58291 LE 132 2.09 .436 LE
examination scoring machine and
storing all manner of students results
in the system.
5 The school administrators use e 31 1.09 .53882 LE 132 1.05 .356 LE
library to update their teaching
material
7 The school administrators make use 31 1.54 .50588 LE 132 1.13 .38 LE
of departmental computer laboratory
for their ICT need.
Cluster Mean 1.47 .60052 LE 1.34 0.30 LE

The data presented in that table three above shows that the mean ranges from 1.4 to

2.0 for items 1-7 for teachers and 1.1 to 2.0 for items for principals also. The grand

70
mean of 1,47 and 1.34 for teachers and principals respectively implies that ICT

facilities are not used in secondary schools. Since the grand mean is below 2.50.

Ho2: There is no significant difference between the mean opinion of principals

and teachers regarding the extent to which ICT facilities are utilized by school

administrators in Secondary schools in Enugu Education zone

Table 4: t-test analysis of the mean scores of principals and teachers regarding

their opinion on the extent to which ICT facilities are utilized by school

administrators in Secondary schools in Enugu Education zone.

t-test for Equality of Means

t Df Sig Mean Std. Error 95% Confidence

. (2- Differen Difference Interval of the
tailed) ce Difference
Low Upper
er
-.366
.539 12 .600 .12047 .22360 .60766
71
11.79 -.367
.539 .600 .12047 .22360 .60860
4 66
Source: Researcher computation using SPSS 20.

The result shows that the t-value is .539. p-value = .600 is greater than 0.05

significance level, so we accept the null hypothesis.

The implication is that there is no significant difference in the mean responses of

principals and teachers regarding their opinion on the extent to which ICT

71
facilities are utilized by school administrators in Secondary schools in Enugu

Education zone.

Research Question 3

What are the constraints to the use of ICT faculties in secondary schools in Enugu

Education zone?

Table 5: Mean ratings of principals and teachers regarding the constraints to the

use of ICT faculties in secondary schools in Enugu Education zone.

Principals Teachers
N X SD D N X SD D
1 There are inadequate computer systems 31 LE .
for processing, storing and retrieval of GE
data 3.80 .40161 132 3.56 497
22
2 31 GE GE
There are inadequate computer disc flash, .
microfilms and microfiche are not
available for data collection, storage, 3.70 .46141 132 3.48 501
retrieval and utilization 67

3 There is no data bank for dat storage, 31 GE 132 . GE

retrieval and utilization
3.96 .17961 3.87 336
24
4 There is no financial support by the 31 GE 132 . GE
government to the schools for acquisition
of ICT S Facilities 3.09 .30054 3.37 484
97
5 There is no fictional electric plant or 31 GE 132 . GE
UPS, and epileptic power supply by
government 3.87 .34078 3.83 374
10
6 There is insufficient training of staff on 31 GE 132
the use of modern technologies like the
internet and computer in the management 3.80 .40161 3.84 .367
of data
3.70 .347 GE 3.66 0.42 GE
CLUSTER MEAN

72
Data in table three shows the grand means of 3.7 and 3.6 which implies that

teachers and principals agreed on the constraints militating against the use of ICT

facilities in secondary schools in Enugu Education zone. Since the grand means are

above 2.5.

Ho3: There is no significant difference between the mean opinion of principals

and teachers regarding the constraints militating against the use of ICT facilities

in secondary schools in Enugu Education zone.

Table 6: t-test analysis of the mean scores of principals and teachers regarding

their opinion on the constraints militating against the use of ICT facilities in

secondary schools in Enugu Education zone..

t-test for Equality of Means

T Df Sig Mean Std. 95% Confidence

. (2- Difference Error Interval of the
tailed) Difference Difference
Lower Upper
.611 10 .762 .04810 .15458 -.29632 .39252
.611 8.860 .763 .04810 .15458 -.30243 .39863
Source: Researcher computation using SPSS 2017

The result shows that the t-value is .611. p-value = .762 is greater than 0.05

significance level, so we accept the null hypothesis.

73
This implies that there is no significant difference in the mean responses of

principals and teachers regarding their opinion on the constraints militating against

the use of ICT facilities by school administrators in secondary schools in Enugu

Education zone.

Research Question 4

What are the strategies that could be employed to enhance the utilization of ICT

facilities by administrators in secondary schools in Enugu education zone?

Table 7: Mean response of principals and teachers regarding their opinion on the

strategies that could be employed to enhance the utilization of ICT facilities by

administrators in secondary schools in Enugu education zone

Principa Teache
ls rs
N X S D N X S D
D D
1 Provision of 3
.
G
1 E G
functional
computer and 2 9 . E
1 2
accessories for . 5 5
use by the 3 .
6 4 9
administrators 2 8
in the schools 4 9 8
0
3 G G
2 1
3 .
E
1 3 . E
Computer disc,
flash and CD . 6 3 . 4
ROM made 2 9 2 5 9
available for
5 2 6 7
data collection,
storage and 5

74
 retrieval and
utilization. 1

Refresher 3 G 1 G
3 1
1
E 3 E
courses should
be conducted . 2
3 3 .
for 0
administrators . . 3
6
in computer 2 1 3
applciations 0
4 7 6
5
3
There should 3 G 1 G
4 1
.
E 3 E
be provision of
constant power 3 6 2 3 .
supply in the . 9 . 5
schools
2 2 2 5
5 5 3 8
1
The 3 G 1 G
5 1
.
E 3 E
government .
should support 3 9 2 2
3
ehe schools . 2 .
financially in 7
2 6 6
provision of 4
ICT equipment 4 3 8
1
2
The school 3 G 1
6 1
3
E 3
should make .
provision for . 2
8 3 .
accessible data 2
bank to 8 . 5
5
facilitate easy 9 3 2
retrieval of 7
valuable 6 8 8
8
information. 1
4
3 0. G 3 G
8 E E
CLUSTER . . 0
MEAN 1 6 1 .
4 3 4
8

The items are mutually inclusive and therefore the grand means of 3.2 for both

principals and teachers implies that these strategies could be employed to enhance

the utilization of ICT facilities by administrators in secondary schools in Enugu

education zone

75
Hypotheses 4

There is no significant difference between the mean opinion of principals and

teachers regarding strategies could be employed to enhance the utilization of ICT

facilities by administrators in secondary schools in Enugu education zone

Table 8: t-test analysis of the mean scores of principals and teachers regarding

their opinion on the strategies that could be employed to enhance the utilization of

ICT facilities by administrators in secondary schools in Enugu education zone

t Df Sig Mean Std. Error 95% Confidence

. (2- Differen Difference Interval of the
tailed) ce Difference
Lower Upper

-.630 10 .543 -.10717 .17019 -.48636 .27203

-.604 7.412 .564 -.10717 .17744 -.52205 .30772

The result shows that the t-value is -.630 value = .543 is greater than 0.05

significance level, so we accept reject the null hypothesis.

This implies that there is no significant difference in the mean responses of

principals and teachers regarding the strategies could be employed to enhance the

utilization of ICT facilities by administrators in secondary schools in Enugu

education zone.

Summary of the findings

76
1. Table one revealed that ICT facilities are not available in the secondary

schools in as much as there is no computers for recording of student

admission data, no projectors for teaching students, the schools are not

connected to internet portals, CCTV are not available, the school does not

have functional e-library and there are no examination scoring machine

(OMR). Hypotheses 1 in table two shows that there is no significant

difference in the mean opinion of principals and teachers regarding their the

type of ICT facilities used in Secondary Schools in Enugu Education zone

of Enugu State

2. Result in table 3 shows that ICT facilities are utilized to a very low extent in

the secondary schools. This is because the school administrators do not

make use of ICT facilities such as computers for recording of student

admission data, e-examination instead of pen and paper, school portals for

student results upload, examination scoring machine, e-library and

departmental computer laboratory for their ICT need. Hypothesis 2 shows

that there is no significant difference between the mean opinion of principals

and teachers regarding the extent to which ICT facilities are utilized by

school administrators in Secondary schools in Enugu Education zone.

3. Result in table 5 shows the constraints militating against the use of ICT

facilities in secondary schools in Enugu Education zone such as inadequate

77
 computer systems for processing, storing and retrieval of data, inadequate

computer disc, flash, microfilms and microfiche for data collection, storage,

retrieval and utilization, inadequate financial support by the government, no

functional electric plant, no functional UPS etc and insufficient training of

staff on the use of modern technologies like internet and computer in the

management of data. Hypothesis 3 revealed that there is no significant

difference between the mean opinion of principals and teachers regarding

the constraints militating against the use of ICT facilities in secondary

schools in Enugu Education zone.

4. Table seven revealed the strategies that could be employed to enhance the

utilization of ICT facilities by administrators in secondary schools in Enugu

education zone. Such as provision of functional computers and accessories,

computer disc, flash, microfilms for data collection, storage, retrieval and

utilization; refresher courses organized for administrators in computer

application, provision of constant power supply, government financial

support and provision of accessible data bank to facilitate easy retrieval of

valuable information. Hypothesis 4 shows that there is no significant

difference between the mean opinion of principals and teachers regarding

the strategies that could be employed to enhance the utilization of ICT

facilities by administrators in secondary schools in Enugu education zone.

78
79
 CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

This chapter is organized under the following subheadings: discussion of findings,

hypotheses, implication of the findings, limitation of the study, recommendation

suggestion for further studies, conclusion and summary of the study.

Discussions of findings

The findings in this study were discussed as follows:

1. The result of the study in research question one indicated that ICT facilities

are not available in secondary schools in Enugu Education zone. This is in

line with Federal Republic of Nigeria, 2004, which said that state ministries

of education lack accurate data which affects its policies and programmes

and this is as a result of fabricated data supplied to the ministry by the

school management due to lack of ICT facilities.

2. The result from research question two shows that ICT facilities are not

utilized in secondary schools in secondary schools in Enugu Education

zone. This is in keeping with Imboden cited in Njoku (2008) who discovered

that many of the countries even gathered more data than are analysed or

even used in policy making. This he said occurred partly because; the data

analysts do not utilize ICT for data management or are even ignorant of what

80
 analysis to do. He therefore advised that school administrators should use

ICT for data management that is highly needed by partnering agencies.

3. The findings of research question three shows the constraints militating

against the use of ICT facilities in secondary schools in Enugu Education

zone. This is in line with Durosaro (2008) who outline the constrains as

inadequate finance, Shortage of Staff/Personnel, ignorance, inadequate

facilities, Inaccurate Statistical Data etc. He emphasized that for any

education institution to achieve its objectives this constraints must be

addressed accordingly.

4. The result of the study in research question four shows the strategies that

could be employed to enhance the utilization of ICT facilities by

administrators in secondary schools in Enugu education zone. This is in line

with Adesina cited in Njoku (2008) who said that if this strategies are

followed strictly, educational objectives will not be jeopardized as it is at

present. He further suggested that the administrators’ change of attitudes

towards ICT facilities is the panacea to data management problems.

Conclusion

Based on the findings of this study, the following conclusions were made:

ICT facilities are not available in secondary schools in Enugu Education zone .

ICT facilities are not utilized by administrators in secondary schools in Enugu

81
Education zone. There are constraints militating against the use of ICT faculties in

secondary schools in Enugu Education and the strategies could be employed to

enhance the utilization of ICT facilities by administrators in secondary schools in

Enugu education zone

Educational Implications of the

Ffindings

The findings of this study have far reaching implication for administrators of

public secondary schools in particular and educational theory and practice in

general. Some of this implication are as follows:

1. Since ICT facilities are not available in secondary schools in Enugu

Education zone The tendency is that school objective will not be easily

achieved as there will be incorrect data and misleading information.

2. In as much as ICT facilities are not utilized in secondary schools in Enugu

Education zone there will be enormous record delay in production of data

and most of it will be inaccurate.

3. For the fact that these constraints militating against the use of ICT faculties

in secondary schools in Enugu Education zone, the running of the school

data management will be virtually difficult. This is because the smooth

82
 operation of the school depends on the data available for stakeholders to

work with.

4. Since these strategies could be employed to enhance the utilization of ICT

facilities by administrators in secondary schools in Enugu education zone,

This will impact on the quality of education the children will receive and

the production of accurate data will no more be jeopardized.

Recommendations

In the light of the findings of the study the following recommendations were made.

1. To enhance teaching and learning for effective administration of public

secondary schools in Enugu Education zone, ICT facilities should be made

available through government funding and well spirited individual or donour

agencies.

2. There is need for ICT facilities to be properly utilized by administrators in

secondary schools in Enugu Education zone. This will improve the quality

of teaching and learning and data management in general.

3. The constraints militating against the use of ICT facilities in secondary

schools in Enugu Education should be resolved through the implementation

of the strategies that is recommended in this study.

Limitation of the Study:

83
The following limitations were experience during the course of the study:

1. It was cumbersome to gather data from respondents. The location of some

schools made collection of data from respondents very difficult.

2. It was not possible for the researcher to use all the teachers in Enugu

education zone. The inclusion of all of them would have increase the

credibility and generalization of the result of the study.

Suggestion for Further Study

It is suggested that further studies be carried out in the following areas:

1. The study can be replicated using other dimension like ICT utilization for

Quality Education by teachers.

2. Correlation studies on application of ICT by school administrators in two to

three states in Nigeria.

3. Evaluation of application of ICT by private secondary schools principals

and public secondary school principals in Enugu State.

Summary of the Study

The study centered on the evaluation of ICT application by school

administrators in secondary schools in Enugu Education zone. The population

of the study consisted of 1870 teachers and 31 principals giving us a total of

84
1901, while the sample for the study was a total of 228 respondents consisting

of 187 teachers and 31 principals. Questionnaire was used as the instrument for

data collection and was designed to elicit appraised information from the

respondents.

The reliability co-efficient of the instrument was calculated using cronbach

reliability alpha. The alpha value of 0.99 indicates high reliability of the

instrument. Mean score and grand mean were used to answer research

question, and t test statistics was used to test the hypotheses at 0.05 level of

significant. The finding of the study indicated that ICT facilities are not

adequately available and utilized by administrators of Secondary schools in

Enugu education zone. It also showed the constraints and strategies for

effective utilization of ICT by administrators of schools.

Implications of the findings were stated and recommendations highlighted.

Finally, suggestions for further studies were made.

85
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Castillor, J.J. (2009). Judgmental Sampling. Experience Resources,

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Ibezim, N.E. (2006). Assessment of Electronic Records Management
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89
 Appendix I

Anambra State University

Anambra State

12th January, 2016.

Dear Respondents,

LETTER OF INTRODUCTION

I am a Postgraduate student in Chukwuemeka Odumegwu Ojukwu

University, Uli. I am carrying out a study on the Evaluation of
application of ICT for data Management of Secondary Schools in
Enugu education zone, Enugu State. You are please requested to
respond to the items as Objectively as possible in order to enable
me accomplish the purpose of the study. Every information
provided will be treated Confidentially for the research work and
will be used for the research work only.

Yours faithfully,

Ijere Carlyster N.

90
 SECTION A

Questionnaire for Principals and Teachers

Evaluation of Application of ICT for Data Management

Questionnaire (EAIDMQ)

Instrument: The Statement below are meant to help the researcher

identify the extent of application of ICT for data management of

Secondary Schools in Enugu Education Zone of Enugu State.

The Information given will be used purely for research purposes and

as school all information given by you will be treated in strict

confidence. You are therefore requested to respond to the

questionnaire items as honestly as you can.

Please tick ( √ ) in or fill the appropriate box or space against the

answer you consider appropriate.

Section A: Preliminary Information

Indicate whether you are

a) The Principals ()

b) Classroom Teacher ( )

91
Section B.

To what extent do you agree or disagree with the under mentioned

as appropriate application of ICT for data management of secondary

schools. Indicate your response to the question by ticking A – D in

the appropriate column the answer you consider correct using the

following guidelines:

Very Great Extent (VGE) = 4 points SA = Strongly Agree

Great Extent (GE) = 2 points A = Agree

Low Extent (LE) = 2 points DA = Disagree

Very Low Extent (VLE) = 1 point SD = Strongly Disagree

Part b1a

Please tick ( √ ) as appropriate

Cluster A

What are the type of ICT facilities for data management used by

school administrators?

92
S/N Option SA A DA SD
There are computers for recording of
1 student admission data.

2 There are projectors for teaching

students

3 The school is connected to the

internet, and there is internet portals
for student to browse their results.
CCTV are available for teaching
4 students in the school

5 The school provides functional e-

library or electronic learning

6 There are Examination Scoring

Machine. Optical Mark Reading (OMR)

Cluster B

To what extent is ICT facilities utilized for data management by

school administrator?

S/N Option VGE GE LE VLE

The school administrators use
7 computer for recording of student
admission data.

8 The school administrators use e –

examination instead of pen and paper.

93
9 The school administrators use school
portals for student results upload.
The school administrators use
10 computer for storing all manner of
students results in the system

11 The school administrators use

Examination Scoring Machine. Optical
Mark Reading (OMR) for scoring
student

12 The school administrators make use of

departmental computer laboratory for
their ICT need.

Cluster C

What are the constraints to use of ICTs for data management by

school administrators?

S/ Option SA A DA SDA
N
There are inadequate computer
13 systems for processing, storing and
retrieval of data.
There are inadequate Compact disc,
14 flash, microfilms and microfiche
available for data collection, storage,
retrieval and utilization.
There is non-availability of data bank
15 for data storage, retrieval and
utilization.

94
 There is inadequate financial support
16 by the government to the schools for
acquisition of ICT facilities

17 There is No functional electric plant,

No functional uninterrupted power
supply (UPS). and epileptic power
supply by government
There is insufficient training of staff on
18 the use of modern technologies like
the internet and computer in the
management of data

Cluster D

What are the strategies that could be employed to enhance the

utilization of ICT facilities for data management by school

administrators?

S/ Option SA A DA SDA
N
Provision of functional computers and
19 accessories for used by the
administrators in the schools.
Compact disc, flash, microfilms and
20 microfiche made available for data
collection, storage, retrieval and
utilization
Refresher courses should be
21 conducted for Administrators in
computer applications.

95
 There should be provision of constant
22 power supply in the schools.

23 The government should support the

schools financially in provision of ICT
equipment
The school should make provision for
24 accessible data bank to facilitate easy
retrieval of valuable information
Appendix II
Chukwuemeka Odumegwu
Ojukwu University,
Anambra State.

12th January, 2017

Dear sir/Madam

Validation of Research Instrument

I am a postgraduate student of Chukwuemeka Odumegwu Ojukwu

University, Anambra State, carryout a research on the topic titled:
“Evaluation of Application of ICT for data management of Secondary
Schools in Enugu Education Zone of Enugu State.

Please, attached is a draft copy of the proposed questionnaire for

the study, You are, please requested to go through the items and
asses their clarity suitability, relevance and total coverage with
particular reference to the topic under study.

Yours sincerely,

Ijere Carlyster N

96
97
Appendix III

The population distribution of secondary schools principals and teachers in Enugu

State.

S/N Education zone No. of No. of No. of No.

Schools Principals Teachers Principals
and
teachers

1 Agbani 45 45 1097 1142

2 Awgu 54 54 790 844

3 Enugu 31 31 1874 1905

4 Nsukka 60 60 1857 1917

5 Obollo Afor 47 47 1416 1463

6 Udi 54 54 1249 1303

Total 291 291 8283 8574

Source: Statistics Department, Post Primary School, Management Board (PPSMB)

Enugu State, 2015.

98
APPENDIX IV

Reliability for question 1

Case Processing Summary
N %

Valid 25 100.0
a
Cases Excluded 0 .0

Total 25 100.0

a. Listwise deletion based on all variables in the

procedure.
Reliability Statistics

Cronbach's N of Items
Alpha

.830 6

Reliability for question 2

Case Processing Summary

N %

Valid 25 100.0

Cases Excludeda 0 .0

Total 25 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's N of Items
Alpha

.98 6

99
Scale: question 3

Case Processing Summary

N %

Valid 25 100.0

Cases Excludeda 0 .0

Total 25 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.976 8

Scale: question 4

Case Processing Summary

N %

Valid 25 99.7

Cases Excludeda 1 .3

Total 25 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.95 8

GRAND RELIABILITY
Case Processing Summary

N %

Valid 25 100
a
Cases Excluded 0 50.8

Total 25 100.0

100
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics

Cronbach's Alpha N of Items

.97 8

101