CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the study

The role of Information and Communication Technologies (ICTs) in the 21st century education

system has been described as vital to keeping abreast with rapidly changing technologies. The

development of information and communication technology into the Nigerian educational system

has come to stay; its importance has been translated into huge potentials in terms of positive

outcomes, although investments in ICTs in Nigerian’s education system have not yielded much

when compared to similar investments made in communication (Atureta, 2011).

The field of education has certainly been affected by the penetrating influence of ICT worldwide.

ICT has made impact on the quality and quantity of teaching, learning and research in the

institutions using it (Kwacha, 2007). According to Ololube, Ubogu and Ossai (2007), the

introduction of ICT usage, integration and diffusion has initiated a new age in educational

methodologies and has radically changed traditional method of information delivery and usage

patterns in the domain as well as offering contemporary learning experience for both instructors

and learners. ICT has the potential to accelerate, enrich and deepen skills, motivate and engage

students in learning; helps to relate school experiences to work places, helps to create economic

viability for tomorrow’s workers, contribute to radical changes in school, strengthens teaching,

and provides opportunities for connection between the school and the world (Davis & Tearle,

1999; Lemke & Coughlin, 1998; cited by Yusuf, 2005).

Adomi & Kpangban (2010) described Information and communication technology (ICT) as

electronic technologies used for information storage and retrieval. According to the Online

Oxford Dictionary, Information and communications technology or information and

1
communication technology, usually abbreviated as ICT, is often used as an extended synonym

for information technology (IT), but is usually a more general term that stresses the role of

unified communications and the integration of telecommunications (telephone lines and wireless

signals), computers, middleware as well as necessary software, storage - and audio-visual

systems, which enable users to create, access, store, transmit, and manipulate information. In

other words, ICT consists of IT as well as telecommunication, broadcast media, all types of

audio and video processing and transmission and network based control and monitoring

functions.

ICT as described by Scott (2002) encompasses a range of applications, communications and

technologies which aid information retrieval and research communication and administration.

These include online databases, library services and online services and fax machine. It has

become a global phenomenon of great importance and concerns in all aspects of human

endeavor, spanning across education, governance, business, labour, market, shares, productivity,

trade, agriculture, commerce and others. The expression was first used in 1997 in a report by

Dennis Stevenson to the UK government and promoted by the new National Curriculum

documents for the UK in 2000.

Nigeria as a nation has recognized the potential of ICT in her educational system. The national

policy on computer education emphasized the need for the integration of ICT into the Nigerian

educational system. This dates back to the National Policy on Computer Education (FME, 1988)

which emphasized the need for primary school pupils to be introduced to the basic computer

skills, the use of the computer to facilitate learning and rudimentary use for text writing,

computation and data entry. For secondary school, they have related goals which were to be

achieved at higher level. The tertiary institutions were also required to teach computer science as

2
a discipline and to integrate it in school administration and instruction; however, the

implementation was not effective.

It is evident that ICT incorporates and extends some of the power of reading, writing and

arithmetic. It facilitates the automation of many mental activities. ICT has proven to be a

valuable aid to solve problems and accomplishing task in education, business, industry, science

and many other human endeavours. The Science of Teaching and Learning (SOTL) have made

great progress in recent times. Braisford (1995) in Bamigboye, Aderibigbe & Buraimo (2007)

described four important components of SOTL to include: Constructivism, Situated Learning,

Motivation, and Transfer of Learning. Each of these is important to all teachers and students at

all levels and in all academic discipline.

Today, ICT provides knowledge based system that includes knowledge acquisition, knowledge

incubation, knowledge amplification and knowledge dissemination. It is evident that information

is a key resource which permeates teaching, learning, research and publishing. To this end,

Robinson (1991) in Okeh & Opone (2007) stated that the use of new information technology can

serve three main functions in the national educational growth. These are to:

a) deliver all or part of the learning experiences to learners;

b) supplement and extend content provided in different forms other than printed (hard

copy); and

c) Provide a two-way channel of communication for exchange between tutors and students

with their peers for feedback or for learning, problem solving, advice, debate, and reports.

Other ways in which ICT can be used in education as stated by Ikelegbe (2006) in Okeh &

Opone (2007) include:

3
 i. Supporting conventional classroom work; the teacher could ask his/her students to

use ICT approach;

ii. Helping in the design and development of learning materials. A lot of materials can

be downloaded from the Internet. Such materials must however be adapted to suit the

specific instructional objectives;

iii. Accessing electronic teaching materials such as books and journals. These can be

accessed, stored and analyzed by the use of ICT;

iv. Accessing virtual library “stocks” electronic versions of books’ journals;

v. Giving or providing access to the world of resources especially in electronic form;

vi. Playing a key role in educational administration. Students’ data, personnel

administration, purchasing and supplies, advertisement, etc can be handled with ease

using ICT;

vii. Facilitating independent study and individual instruction especially on the open

distance-learning programme;

viii. Making learning more vivid and engaging;

ix. Assisting the teacher in assessment and testing; and

x. Bringing a permanent solution to brain drain problems as we now live in a global

village.

ICT is now a global phenomenon. It has been embraced all over the world due to its importance.

Governments all over the world are harnessing the rich potentials of ICT and are using ICT as a

tool for educational developments, economic recovery and wealth creation (Okonta, 2006). It is

very useful in tackling the ills and problems facing the educational system. Today, no nation can

attain its height educationally, economically and socially without ICT. ICT has also increased the

4
ability to perform ‘impossible’ experiments’ by using simulations, as well as the possibility for

students to have individual learning programs within a topic, rather than everybody having to do

the same thing at the same time at the same pace.

1.2 Statement of the Problem

The development of information and communication technology into the Nigerian educational

system has come to stay; its importance has been translated into huge potentials in terms of

positive outcomes, although investments in ICTs in Nigerian’s education system have not

yielded much when compared to similar investments made in communication.

In our educational institutions, especially in secondary schools, the mode of delivery of

knowledge and curriculum are not yet ICT enhanced, though with the development of a National

Policy on ICT in Education, Nigeria is predictably a step in the right direction toward

improvement for the sector (Atureta, 2011). Factors militating against its full implementation

are;

(a). Insufficient numbers of computers, (b) Epileptic power supply, (c). Problems of internet

network failure, (d). Lack of ICT knowledge/skills, (e). Difficulty in integrating ICT to

instruction, (f). Scheduling computer time, (g). Insufficient peripheral devices, (h). Inadequate

software, (i). Insufficient teaching time, (j). Inadequate access, (k). Lack of qualified ICT

personnel, (l). Cost of equipment, (m). Management attitude, (n). There seems to be no clear

and definite policy and/or curriculum for all levels of the Nigerian education system and (o). lack

of technical assistance among others. Okwudishu (2005) indicated that unavailability of some

ICT components in schools hampers its use by teachers’. The challenges that have been raised

have to be addressed to make effective use of ICT to enhance the educational development of

secondary school students in Makurdi metropolis

5
1.3 Objectives of the study

The main objective of the study is to examine the impact of information and communication

technology on student educational development among secondary schools in Makurdi

metropolis. Specifically the study will.

1. Investigate the availability of information and communication technology (ICT) tools

among secondary school in Makurdi metropolis

2. Investigate the knowledge and use of ICT tools among secondary school students in

Makurdi metropolis

3. To investigate how the use of ICT tools have improved the student-teacher interactions in

classroom, as a factor that facilitates student educational development.

4. To establish the challenges affecting the use of ICT among secondary school students in

the Makurdi metropolis

1.4 Research Question

The following research questions will be answered in the course of the study

1. What are the available ICT tools among secondary schools in Makurdi metropolis?

2. What is the level of knowledge and use of ICT tools among secondary school students in

Makurdi metropolis?

3. Does the use of ICT tools improve the student-teacher interactions in classroom, as a

factor that facilitates students’ educational development?

4. What are the challenges affecting the use of ICT among secondary school students in the

Makurdi metropolis?

1.5 Hypotheses

The following null hypothesis will be tested in the study;

6
 1. There is no significant difference in the mean response of teachers and students on the

availability of ICT tools among secondary school in Makurdi metropolis

2. There is no significant difference in the mean response of teachers and students on the

knowledge and use of ICT tools among secondary school students in Makurdi metropolis

3. There is no significant difference in the mean response of teachers and students on the

use of ICT tools to improve the student-teacher interactions in the classroom, as a factor

that facilitates student educational development.

4. There is no significant difference in the mean response of teachers and students

challenges affecting the use of ICT among secondary school students in the Makurdi

metropolis?

1.6 Significant of the Study

The finding of this study will be significant to students, teachers, school owners, parents and

educational policy makers.

To the students, the study will help them to establish the importance of ICT for their educational

development and to identify the ICT tool that will help them in this regard.

To teachers, the study will help them to identify and improve their use of ICT tools to enhance

teaching and learning for the development of education among student in the study area

To school owners, this research work will help them to improve on the ICT facilities and to make

them more available to enhance teaching and learning.

To the parents, the study will help them to guide their children on the use of ICT for educational

purposes

To educational policy makers, the study will guide them to develop new educational policies that

will enhance effective use of ICT across all level of education

7
1.7 Scope of the Study

The scope of this study is to examine the impact of information and communication technology

on students’ educational development among secondary school in Makurdi metropolis.

Population of the study will include all Students and Teachers in Government owned secondary

schools in Makurdi metropolis. The study variables include ICT, which is an independent

variable while Student educational development is the dependent variable. This study will last

for a period of nine (9) month that is one academic section.

1.8 Operational Definition of Terms

ICT or information and communications technology (or technologies), is the infrastructure

and components that enable modern computing. Although there is no single, universal definition

of ICT, the term is generally accepted to mean all devices, networking components, applications

and systems that combined allow people and organizations to interact in the digital world.

Information Communication Technology tools are digital infrastructures such as; computers,

laptops, desktops, data projector, software programs, printer scanners and interactive teaching

box. For this study it can be referred to latest technology or devices and concepts used in

Information and Communication Technology among students to students, students to teacher

interaction (e.g., flipped classroom, mobile apps, and clicker devices).

Education: This is a discipline that is concerned with methods of teaching and learning in

schools or school-like environments as opposed to various non-formal and informal means of

socialization (e.g., rural development projects and education through parent-child relationships).

Educational developments encompassed instructional, curriculum, organizational and

development Educational development is a growing and vibrant field, to help the system to

function effectively in terms of teaching and learning.

8
 CHAPTER TWO

RELATED LITERATURE REVIEW

2.1 Introduction

This section will deal with the theoretical review, conceptual review, empirical study and the

summary of literature review

2.2 Theoretical Framework

This section will consider various theories which are relevant to the study. The theories that will

be considered include.

2.2.1 Cognitive Flexibility Theory

The study employed the theory of Cognitive Flexibility (Spiro & Jehng, 1992), emphasized by

Kirkpatrick’s four levels of evaluation (Kirkpatrick, 1994). The theory of Cognitive flexibility

suggests that learners grasp the nature of complexity more readily by being presented with

multiple representations of the same information in different contexts. It emphasizes the ability

to spontaneously restructure one's knowledge in many ways, in adaptive response to radically

changing situational demands. The theory largely concerns itself with transfer of knowledge and

skills beyond their initial learning situation. Skills transfer can be described as learner’s desire to

use the knowledge and skills mastered in the training program on the job (Noe & Schmitt, 1986

in Yamnill & McLean, 2001). Behavioral change would likely occur for learners who learn the

material presented in training and desire to apply that new knowledge or skills to work activities.

For the teachers and students to use and develop ICT materials that facilitate teaching and

learning they should be in position to demonstrate high cognitive flexibility (Spiro, Feltovich,

Jacobson, & Coulson,1992). This puts emphasis on transfer of learning. Transfer of learning

refers to the extent to which performance in one situation such as multimedia lesson is reflected

9
in another situation such as working on the job or in a subsequent lesson (Allessi & Trollip,

2001). Therefore, teaching is often a precursor to apply or use that knowledge in the real world

for students in the classrooms.

2.2.2 Constructivist theory (Seymour, 1980)

This was backed up by the work of Seymour Papert (1980) that proved computers as useful in

learning. Papert’s view of the importance of motivational engagement of the learner contrasts

sharply with Skinner’s who although recognizing this influence, consider it unnecessary for

instruction.

In this view, the learners as active participants are involved in structuring their own learning

experiences. Papert’s work with Piaget who emphasized the way in which knowledge is

structured using computers are organized as well as how the learners’ own perception of their

prior experiences perform the knowledge structure. Thus, the importance of how a learner relates

new experiences to existing knowledge becomes paramount.

2.3 Conceptual Review

2.3.1 Information Communication Technology

The World Bank (2003 citing Rodriguez & Wilson, 2000) opines that ICT is the set of activities

which facilitate by electronic means the processing, transmission and display of information.

According to United Nations Economic and Social Commission for Asia and the Pacific

(UNESCAP, 2001) ICTs refer to technologies people use to share, distribute, and gather

information and to communicate, through computers and computer networks. In this study ICT is

viewed as set of tools that can be used to process, avail and access, information and

communication services or products. The services and products may include hardware and

software; Internet, telephones/mobile phones, telefax, type writer, calculators, radios, televisions,

10
hydraulic machines used in industries among others. Bakkabulindi (2002; 2000) observes that

ICTs are of two major types namely; ICTs for converting or processing data into information

such as adding machines, calculators, typewriters and computers; and ICTs for communication

of data and or information from one place to another: These include telegraph, telephone, telefax

and computer networks. These gadgets offer the possibility for an interactive approach.

Interaction refers to the relation between the user and these gadgets. In this study, ICT further

refers to the availability, accessibility and user-ability of these gadgets. Availability implies the

presence of these ICT resources, accessibility means the degree to which these ICT resources are

easily accessible by as many people as possible .User-ability refers to the capability of the

students and teachers to use these resources to achieve specified goals.

2.3.2 The Role of Information and Communication Technology in Nigerian Educational

System.

The main purpose of ICT in education means implementing of ICT equipment and tools in

teaching and learning process as a media and methodology. The purpose of ICT in education

is generally to familiarize students with the use and workings of computers, and related

social and ethical issues. ICT has enabled learning through multiple intelligence as it has

introduced learning through simulation games; this enables active learning through all senses.

A renowned Professor Ajayi, G. O. of OAU, Ile Ife, Nigeria, shared the multi-purpose

application of ICT as he put it “ICT is now regarded as a Utility such as water and electricity and

hence has become a major factor in socio-economic development of every nation. ICT now

plays a major role in education, learning and research in general, agriculture, health,

commerce and even in poverty alleviation by generating or creating new jobs and investment

opportunities...” This declaration and indeed other opinions shared by others point to conclusive

11
evidence that ICT has some real and material applications for countries like Nigeria because

countries can leverage ICT to totally transform and modernize their economy.

Tinio (2002) noted that ICTs are powerful enabling tools for educational change and

reform. When used appropriately, helps expand access to education, strengthen the

relevance of education to the workplace, and raise educational quality by creating an active

process connected to real life. In Nigerian educational system, ICT has helped to increase access

to and improving the relevance and the quality of education. It greatly facilitate the

acquisition and absorption of knowledge; offering developing countries unprecedented

opportunities to enhance educational systems, improve policy formulation and execution

and widen the range of opportunities for business. This new communication tends to reduce the

sense of isolation, and open access to knowledge. This is enhanced because ICT provides

access anytime and anywhere by making possible asynchronous learning. Online course

materials, for example, can be accessed 24 hours a day, 7 days a week.

ICT based educational delivery like educational programming broadcast over radio and

television also dispenses with the need for all learners and the instructor to be in one location.

In addition, certain types of ICTs such as teleconferencing technologies enable instructions to

be received simultaneously by multiple, geographically dispersed learners

(synchronous learning). Furthermore, ICT has enhanced access to remote learning resources.

Teachers and learners no longer have to rely solely on physical media housed in libraries

(and available in limited quantities) for their educational needs. With the internet and

world wide web, a wealth of learning materials in almost every subject and in a variety of media

can now be accessed from anywhere at any time of the day by an unlimited number of people.

12
This is particularly significant for many schools in developing countries and developed countries

that have limited outdated library resources.

ICTs also facilitate access to resource persons all over the world. In Nigerian educational system,

one interesting thing is that ICTs are also a transformational tool that has promoted the shift to a

learner centered environment. It has assisted in improving the quality of education and

training by increasing learners’ motivation and engagement, facilitating the acquisition of basic

skills.

The use of ICT tools such as videos, television and multimedia computer software that

combine text, sound and colourful moving images is used to provide challenging and

authentic content that engages the students to be more involved. More importantly,

networked computers with internet connectivity increases learners motivation as it combines the

media richness and interactivity of other ICTs with the opportunity to connect with real people

and to participate in real world events. The transmission of basic skills and concepts that forms

the foundation of higher order thinking skills and creativity is enhanced by ICT through drill and

practice. Most of the early users of computers were for computer-based learning that

focused on mastery of skills and content through reinforcement and repetition. Haddad and

Draxier (2002) also indicated that ICT has contributed to effective learning through expanding

access, promoting efficiency and improving the quality of learning and improving

management systems.

According to Obeng (2004), ICT is now regarded as a utility such as water and electricity and

hence has become a major role in education, learning and research in general, agriculture,

and health and even in poverty alleviation by generating or creating new jobs and

investment opportunities. David (2005) stated that students become more aware about how to

13
learn when using ICT because they must interact with computer. ICT has also changed the

relationship between students and lecturers and has made it open and intimate. The idea of

sharing knowledge and the capability of using new resources for learning are enhanced by using

ICTs. It has also helped undergraduates in better communication and access to information. This

is due to the fact that there is a national policy supporting ICT in schools. It has also helped

students’ curiosity and motivation that has in turn forced the lecturers to seek more knowledge.

The benefits derived from ICT use in education are summarized as active learning, collaborative

learning, creative learning, integrative learning and evaluative learning. By active learning,

ICT-enhanced learning mobilizes tools for examination, calculation and analysis of

information, thus provides platform for students’ enquiry, analysis and construction of

new information. ICT-supported learning encourages interaction and cooperation among

students, teachers and experts regardless of where they are. Also, ICT supported learning

promotes manipulation of existing information and creation of real – world products rather than

regurgitation of received information. It has also enhanced integrative approach to teaching and

learning. This approach eliminates the artificial separation between the different

disciplines and between theory and practice that characterizes the traditional classroom approach.

By evaluative learning, ICT-enhanced learning is student directed and diagnostic. Unlike static,

text or print-based educational technologies, ICTs allow learners to explore and discover rather

than mere listening and remembering.

2.3.3 Use of ICT in Nigerian Education

In our educational institutions, especially higher institutions, the mode of delivery of knowledge

and curriculum are not yet ICT enhanced, though with the development of a National Policy on

ICT in Education, Nigeria is predictably a step in the right direction toward improvement for the

14
sector (Atureta, 2011). Factors militating against its full implementation are insufficient numbers

of computers, epileptic power supply, problems of internet network failure, lack of ICT

knowledge/skills, difficulty in integrating ICT to instruction, scheduling computer time,

insufficient peripheral devices, inadequate software, insufficient teaching time, inadequate

access, lack of qualified ICT personnel, cost of equipment, management attitude, there seems to

be no clear and definite policy and/or curriculum for all levels of the Nigerian education system

and lack of technical assistance among others. Okwudishu (2005) indicated that unavailability of

some ICT components in schools hampers teachers’ use of it. The various challenges that have

been raised have to be addressed for Nigeria to make effective use of ICT to enhance her

educational system.

Ogechukwu & Osuagwu (2009) suggest that, "ICT is still in the emerging phase in Nigerian

educational system". In their article entitled, 'ICT in Education: Achievements so far in Nigeria’,

which discusses ICT dimensions, its transforming power; status in Nigerian educational

institutions, plus limitations to its infusion, both experts say the country is yet to progress beyond

the emerging phase of ICT in education which according to them, is only one of four approaches,

the goals of ICT in education embraces. These approaches are: emerging, applying, infusing, and

transforming. Iloanusi & Osuagwu said 90% of Nigeria's educational institutions fall within the

emerging phase, 7% in the applying phase and 3% in the infusing and transforming phase, with a

few other sectors of the economy having progressed beyond this phase.

In addition, Aduwa-Ogiegbean & Iyamu, (2005) noted that many developing countries,

especially in Africa, are still low in ICT application and use. Thus, it is believed that in order to

emerge beyond the first stage in the last three which are termed the 'functional approaches', a lot

of policy implementation and funding is required. Incredibly though, Nigeria is reputed to have

15
an advantage in this 'begging field', as there are many ICT experts of Nigerian parentage in the

diasporas, with no knowledge of any concerted effort being made to genuinely attract their

potential to accelerate and sustain ICT development in their fatherland. Though government

efforts have not gone without much notice toward the implementation of ICT in Nigerian

educational institutions, the challenges are there from paucity of funds and lack of access, to

unsteady power (not all local ISPs can maintain their boosters for 24-hours without fuel which is

costly); and high cost of ownership (with the rapid increase in population and demands across

the service sectors, there is the growing realization that in this 21st century, the government of

Nigeria alone can no longer fund education and its concerns except by partnering with the

private sector).

Special interventions have been made to Secondary and Higher Institutions by government,

NGOs banks and several private sector groups. The MTN Virtual Library project embarked upon

in key universities in Nigeria for instance, has enhanced research opportunities; the NUC

facilitation of the setting up of Network cables, connectivity devices in Federal Universities with

free consultancy services to universities and inter-schools centers on ICT; plus the Nigerian

Communications Commission (NCC) and Education Trust Fund (ETF) geared towards

universities and polytechnics, have enhanced learning in several ways.

2.3.4 Impact of ICT on Teaching and Learning

ICT affects teaching and learning in the following specific ways:

i It provides a more scientific basis for designing instruction in a sequential manner and

utilizing adequate instructional materials and other reinforcement strategies.

ii It makes instruction richer and more powerful in influencing learning through the

application of new forms of communication and technology by which distant and remote

16
 events can be brought close into the learning situation, e.g. use of films (motion pictures),

slides, photographs and film strips.

iii ICT supports the delivery of educational resources, particularly course materials

ranging from printed books and charts through radio and television to multimedia

computers and internet.

iv ICT makes education to become more productive by speeding up learning and enabling

students to invest more time in the application of acquired knowledge and creativity

which can lead to breakthroughs.

v It simplifies the task of the teacher in communicating abstract concepts to

learners by helping to bridge the gap between theory and practice. Learners can

study reality through computer simulation and the use of various media that are capable

of bringing the world into the classroom.

vi Today, the emphasis on technology has led to broadening of the academic curricula to

include legitimate courses in vocational areas such as home economics, journalism,

accountancy, photography, environmental design, animal husbandry, television and

broadcasting, engineering, electronics and puppetry.

vii ICT has further led to individualized instruction thereby enabling learners to proceed at

their own rates through the use of programmed instruction, learning packages and

computer terminals.

viii Besides improved access and equity in education by influencing open and distance

learning, ICT has made it possible for instruction to be brought to individual homes

through radio and T.V. broadcasts and through the internet. Even the handicapped and

children with special learning problems could be provided with diversified learning

17
 environment employing appropriate technological devices that enable them to develop

their potentials. For instance, Braille for the visually impaired learner is an outcome of

innovation in technology.

2.3.5 Advantages of ICT in Education

Just like ICT has impacted on virtually every sector of humanity, it has also helped in re-

engineering and repositioning education through various modern tools and techniques. The

following advantages are obvious even in a country where digital divide is still common.

1. Active Learning Techniques - One great advantage in the application of ICTs in the

teaching-learning process is that the various tools encourage active learning or maximum

learner participation in the lesson.

2. Simulation, Modeling & Animation - Simulation refers to the reproduction of essential

features of something, e.g. as an aid to study or training. The computer game is a

simulation or an attempt to represent a real activity such as soccer or flying. We can also

use simulation in the form of diagrammatic model to reflect the characteristics of a

phenomenon, system, or process, often using a computer, in order to infer information or

solve problems. Animation is the production of moving images by computer techniques,

or the image produced.

3. E-Mails (electronic mails) - The information flow in the form of computer - to -

computer communication can be described as e-mail. It is a system that allows text-based

messages to be exchanged electronically, e.g. between computers or cell phones. A

communication sent by e-mail is called message and it is possible under distance learning

system for a lecturer to send instruction to students through e-mail.

18
4. Computer-Based Instruction /Learning - The computer can serve as a teaching

machine to deliver programmed instruction to learners. For instance, this could be

adopted for regular instruction from pre-primary to schools level in conjunction with text

books, lectures, films and discussion; for enrichment of curriculum especially for

students who want to pursue their interests outside scheduled class lessons; and for

remedial instruction especially with slow learners who need corrective training.

5. Electronic Learning (e-learning) - This is the acquisition of knowledge and skill using

electronic technologies such as computer and Internet-based courseware and local and

wide area networks.

6. Educational Networks - The whole world is indeed engrossed in what has been described

as the information age in which computerization has become the order of the day. It is

expected that if we belong to this information age, then we must all be computer literate in

order to exploit the benefits of educational networks. Through this, information could be

shared among institutions that are far distant apart. Examples include the EDUNet,

Schoolnet Nigeria, NUNet (NUC & Universities), OAUNet, NCCENet (Teachers Portal),

Schoolnet of various African countries especially those of Gambia, Mozambique, Uganda,

Kenya, Angola and South Africa etc.

7. Special Interactive Guidance Information (SIGI) - Teachers can organize special

guidance and counseling services system through educational network. This implies that

students could secure help from their teachers without physical contact with them.

8. Chat/ Communication - This includes teleconferences and video conferences by which

persons within a country could confer with professional colleagues or development

partners in other countries. For instance, a discussion of approaches to in service teacher

19
 education could be held between policy makers in education in Nigeria and lecturers at

the New York State Schools in America and others at the Schools of Lesotho in Roma or

perhaps the Schools of Toronto in Canada.

9. Administrative Applications in Schools - These include using computers to prepare

school plans, time tabling, forecasting, graphical representations and the management of

educational resources including database. When data are systematically collected and

arranged in the computer, they can be manipulated for different purposes and retrieval is

automatic. Spectacularly, the records that are so kept will be empirically meaningful,

professionally realistic, sequentially and successively more manageable as well as being

richly informative.

2.3.6 ICT and the Teacher in the 21st Century Education

The pervasiveness of ICT has brought about rapid teleological, social, political and economic

transformation, which has eventuated into a network society organized around ICT (Yusuf,

2005). For instance, e-learning is becoming one of the most common means of using ICT to

provide education to students both on and off campus by means of teaching online offered via

web-based systems. Looking at the role of education in nation building and the population

explosion in the secondary schools nowadays, the use of ICT in the teaching-learning process

becomes imperative. Such issues like good course organization, effective class management,

content creation, self-assessment, self-study, collaborative learning, task-oriented activities, and

effective communication between the actors of teaching-learning process and research activities

will be enhanced by the use of ICT-based technology. Indeed, the process of teaching and

learning has gone beyond the teacher standing in front of a group of pupils and disseminating

information to them without the students’ adequate participation (Ajayi, 2008). With the aid of

20
ICT, teachers can take students beyond traditional limits, ensure their adequate participation in

teaching and learning process and create vital environments for learners to experiment and

explore.

However, a cursory look at the secondary schools in Nigeria shows that many teachers in the

system still rely much on the traditional “chalk and talk” method of teaching rather than

embracing the use of ICT. (Okebukola, 1997) Observed that the computer is not part of

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

textbooks continue to dominate classroom activities. The various ICT facilities used in the

teaching learning process in schools include radio, television, computers, overhead projectors,

tape recorders, fax machines, CD-Rom, Internet, electronic notice board, slides, digital

multimedia, video/ VCD machine and so on (Bandele, 2006),unfortunately, most of these

facilities are not sufficiently provided for teaching–learning process in the Nigerian secondary

schools. This might account for why teachers are not making use of them in their teaching.

Therefore, in the 21st century, teachers need to be in tune with the use of ICT in classrooms.

2.3.6 Challenges to the Use of ICT in Secondary Schools in Nigeria

Challenges include improvements to basic educational infrastructure and ICT infrastructure;

availability of quality teachers to apply ICT to the existing education systems; bringing long-

term, sustainable ICTE reform through local, national, and regional government bodies; making

difficult decisions in how to allocate national monetary resources and foreign aid; and shifting

the existing focus from the traditional educational models in place, depending on the specific

country, to one that is ICT-driven (Gutterman, Rahvman, Supelano, Thies, &Yang, 2009,).

21
There are several impediments to the successful use of information and communication

technology in secondary schools in Nigeria. These are: cost, weak infrastructure, lack of skills,

lack of relevant software and limited access to the Internet.

Cost

The price of computer hardware and software prohibits liberal access to possession of personal

computers. Nigeria has over 6,000 public secondary schools majority of which operate from

dilapidated infrastructure such as classrooms and only a few are equipped with laboratories and

libraries. Apart from the costs of basic computers themselves, there are associated costs of the

peripherals such as printers, monitors, paper, modem and extra disk drives which are beyond the

reach of most secondary schools in Nigeria. Of course, many secondary schools would find it

hard pay the exorbitant Internet connection fees.

Weak Infrastructure

In Nigeria, infrastructure deficiencies constitute a formidable obstacle to the use of ICT. ICT

services can only function under “controlled conditions” governed electricity supply. The

epileptic supply of electric power in Nigeria over the past two decades does not provide an

enabling environment for serious ICT applications.

Lack of Skills

Nigeria does not only lack information infrastructure, it also lacks the human skills and

knowledge to fully integrate ICT into secondary education. There is acute shortage of trained

personnel in application software, operating systems, network administration and local

technicians to service and repair computer facilities. To use ICTs profitably in Nigerian

secondary schools, there is the need for locally-trained technicians to install, maintain and

support the systems. Besides, most secondary school teachers in Nigeria lack the skills to fully

22
utilize technology in curriculum implementation. (Amuche, 2010) Through a survey research,

affirmed that teachers of Federal Unity Colleges in North-Central geo-political zone of Nigeria

are not competent in the use of ICT.

Lack of Relevant Software

Software that is appropriate and culturally suitable to the Nigerian education system is in short

supply. Furthermore, there is a great discrepancy between relevant software supply and demand

in Nigeria.

Limited Access to the Internet

The greatest technological challenge in Nigeria is how to establish reliable cost-effective Internet

connectivity. The few available Internet providers consist of Nigerians in partnership with

foreign information and communication companies. Many of these companies provide poor

services to customers who are often exploited and defrauded. The few reputable companies,

which render reliable services, charged high fees thus limiting access to the use of the Internet.

In summary, though ICTs are quite attractive, yet there are limitations to their full utilization in

contemporary Nigeria. One of the challenging problems as identified by (Mikis, 2009) is

shortage of qualified teachers that specialised in ICT, particularly at the primary and secondary

school levels. For tertiary institutions, there are graduates that specialised in computer science

and related ICT areas but the same cannot be said about staff in basic and post basic schools in

Nigeria. There is also the problem of high cost of producing specialized instructional materials

in response to the dynamism that is associated with ICT applications (e.g. word-processing,

Internet usage, networking, e-mail, and multi-media). Other major drawbacks in the

implementation of ICTs in Nigerian schools include: prohibitive cost of software, low computer

23
literacy rate, communication and collaboration barriers, and criminal or fraudulent use of ICT

facilities (e.g. internet fraud and use of GSM to perpetrate examination malpractice).

2.4 Empirical Review

Opira (2006) investigated the effect of ICT on students‟ learning by taking the case of Gulu

Schools. It sought to establish the relationship between ICT and students‟ learning particularly

looking at the availability, accessibility and user-ability of the ICT resources in Gulu Schools.

The study was prompted due to the persistent report that students in Gulu Schools are getting

difficulties in their studies due to limited access and use of ICT resources. It was conducted

through cross-sectional survey design; data was collected during the month of March 2009

using questionnaires, interview techniques from a sample of 275 respondents out of a parent

population of 1173. In verifying the hypotheses, the researcher used Pearson correlation

analysis method to find out whether students‟ learning was linearly correlated with ICT. The

study established that the availability of ICT resources in the Schools is still very much wanting

and very inadequate for the students to use. Because of the limited number of functional

computers and the computer laboratory, accessibility is timetabled. It was found out that

training was mainly limited to introduction to basic concepts of information technology, some

application programs notably Ms office suit and internet; contextual training of students on how

to use ICT in learning was not in practice. The researcher concluded that availability,

accessibility and user-ability of ICT resources significantly affect students learning in Gulu

Schools. Based on the above, the researcher recommends that there is need for the Schools to

invest more in computers and related technology. Access to ICT tools should not be limited

only in labs and library but expanded through establishment of ICT resource centre. ICT

24
training should not be limited to Ms Office suites but rather aim at training students with the

contextual skills to use ICT for their learning.

Onodugo (2016) investigate the impact of information and communication technology (ICT) on

teaching and learning in Nigerian tertiary institutions, the study focus on availability and

utilization of Information and Communication Technology (ICT) facilities by Teacher

Educators for effective teaching and learning in Nigerian Universities, using descriptive survey

research design. The research findings indicated that ICT have great impact on teaching and

learning in tertiary institutions in Nigeria. Also the introduction of ICT makes learning so

interesting for the students. The findings also revealed that ICT facilities which serve as a major

contributor to effective teaching and learning in teacher education programmes were not

available. Based on the findings suggestions and recommendations were made. The study

recommends among others strategies for its (ICT) maximum utilization; and that ICT facilities

should be made available for effective teaching and learning of teacher education programmes.

Ishtiaq et al (2017) investigated the effects of information and communication technology on the

students’ academic achievement and retention in chemistry. Fifty students of 9th grade were

selected randomly from Kohsar Public School and College Latamber Karak. The students were

grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest

equivalent groups design was used. Mean, standard deviation and independent samples t-test

were applied through SPSS for data analysis. Based on statistical analysis, it came to light that

information and communication technology positively affect students’ academic achievement

and retention and ICT was found more compelling, effective and valuable in teaching of

chemistry when contrasted with conventional techniques of teaching. It is recommended that

25
information and communication technology should be used in teaching chemistry for enhancing

students’ academic achievement at secondary level.

Patricia (2010) studied the Impact of Information and Communication Technology on

Academic Achievement for Exceptional Student Education Inclusion Students. The purpose of

this study was to determine if the academic test performance of 5th grade ESE inclusion

students was enhanced by implementing ICT as a curriculum resource in their classrooms. Two

frameworks provided structure for this study: the theory of social constructivism and the

capability approach. The study population consisted of all 5th grade ESE inclusion students in

74 school districts in one southern state. Data sources were the state’s annual assessment scores

for English language arts (ELA) and mathematics. Data were analyzed using 2 Mann Whitney

U tests to compare ESE inclusion students’ assessment scores in the 2nd year of testing as

compared to the 1st year of testing (2015-2016 as compared to 2014-2015). The findings of the

study revealed no significant difference between the ESE inclusion students’ scores in the 1st

and 2nd years for ELA and math scores even with ICT used as a resource. This outcome

impacts social change by answering a question about whether ICT made a difference as used,

and indicates that other studies must be done to better understand why ICT was not successful

or how it can be used to significantly improve inclusion student outcomes.

2.4 Summary of Literature Review

This chapter review related literature. It specifically reviewed the concepts that are used in the

study. The chapter also review several theories are they are related to the topic under

consideration. Finally, the chapter takes into consideration the empirical review where related

studies were analyzed and it concludes with the summary of review.

26
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter describes the procedure employed in the conduct of the study which includes:

Research design, Study area, Population, Sample and sampling, Instrumentation, Validation of

instruments, Reliability, Method of data collection, and Method of data analysis employed in the

study.

3.2 Research design

The study employed a cross-sectional research design. Cross-sectional design allowed for the

study of the population at one specific time and the difference between the individual groups

within the population to be compared. It also provided for the examination of the co-relationship

between ICT and students educational development in the context of secondary school in

Makurdi Metropolis seeking the views of the students and teachers. The choice of this design

was dependent on the nature of the study variables.

3.3 Study area

The study was carried out within Makurdi Metropolis. Makurdi is the capital of the Benue state

in Nigeria. The city is located in central Nigeria along the Benue River and holds the base for

several secondary schools and two notable universities, Federal Schools of Agriculture, Makurdi

and Benue State Schools, Makurdi As of 2006, Makurdi had an estimated population of 500,797

(National Population Commission, 2006). The city has large student population. Therefore, this

study drew respondents from four selected government owned secondary schools located in

different parts of Makurdi metropolis. The schools include Government Girls Secondary School

27
Makurdi, Government Model Secondary Schools Makurdi, Government College Makurdi and

Special Science Senior Secondary School Makurdi.

3.4 Population

The study was carried out among students and teachers of government owned secondary schools

in Makurdi metropolis to find out the impact of ICT on their educational development. The

selected government owned schools include: Government Girls Secondary School Makurdi,

Government Model Secondary School Makurdi, Government College Makurdi and Special

Science Senior Secondary School Makurdi. The schools had a total of 85 teachers and with a

total student enrolment of about 1443 (Benue State teaching service board, 2020).The students

were considered the true representative population and they came from the different schools

within Makurdi metropolis. Teachers also formed part of the study because of their roles in the

teaching and learning process in the selected secondary schools.

3.5 Sample and sampling

The sample size of 317 respondents was determined from the study population using Taro

Yamane’s (1964) formula. According to Wimmer and Dominic (2011), we can determine size

from heterogeneous population using Taro Yamane’s formula given as:

n = N
1 + N(e)2
n = The sample size required
N = The population size
e = Level of significance (0.05)
Using this formula, our sample size for the study is determined thus:
n = 1528
1 + 1528(0.05)2

n = 1528
1 + 1528(0.05)2

n = 1528
4.82

28
n = 317
sample size = 317

Because the study population was big, sampling was used to come up with a small size

which was representative of the study population. The study employed a multistage sampling

technique which includes purposeful, stratified and simple random sampling techniques.

Purposeful sampling was used to select government owned school to form the representative in

the study. The selection of the government owned schools was based on their ability to utilised

ICT tool for education development of student in the schools. Stratified sampling was used to

identify the stratum in the population. The researcher identified students and teachers as the

relevant stratum and their actual representation in the population. Sufficient number of subject

from each stratum was then selected. Stratified sampling ensured equal representation in an event

where one or more strata in the population had a low incidence relative to the other strata. Simple

random sampling was used respondents from each selected school that formed part of the study.

This was to give equal chance for each subject to be selected from the population.

3.6 Instrumentation

The instrument which the researcher used for data collection was structured questionnaire

designed in line with the research questions and hypotheses raised for the study. The

questionnaire was divided into two sections. Section one sought to elicit information from the

respondents on demography data while section two dwelt on the rest of three research questions.

The section two was divided in to cluster A, B, and C. Cluster A of section two was to

investigate the availability of information and communication technology (ICT) tools among

secondary school in Makurdi metropolis. Cluster B tries to investigate the knowledge and use of

ICT tools among secondary school students in Makurdi metropolis while the cluster C was to

29
investigate how the use of ICT tools have improved the student-teacher interactions in

classroom, as a factor that facilitates student educational development;

All the clusters in section two is made up of items ranging from 5-10 Consequently, the

researcher modified likert’s rating scale of four points was incorporated in the questionnaire to

be administered with response options of Strongly Agreed (SA), Agree (A), Disagree (A), and

Strongly Disagree (SD) with a corresponding rating of 4,3,2 and1respectively.

3.6.1 Validation of instruments

Asika (1991) stated that validity can be defined as the extent to which a measuring instrument

measures what it is designed to measure. According to Ojo (2003), Validity is defined as the

degree to which a measuring instrument measures what it is designed to measure.There are three

types of validity, which are; construct validity, content validity, and criterion related validity.

To ensure the validity of the instrument, it was face and content validated by lecturers in the

Department. These lecturers examined each of the items of the instrument and made comments

on their suitability or ambiguity, with a view to correcting any mistakes. Unclear statements,

wrongly conceived ideas, missing information and other observed errors were corrected by these

experts. Some items were modified and in some cases new ones were incorporated. Their

comments, suggestions and corrections were used to modify the instrument for the supervisor’s

approval after which the final copies were produced for field work.

3.6.2 Reliability

According to Osuagwu (2006) reliability can be defined as “the consistency between

independent measurements of the same business research phenomenon.” It deals with the degree

or extent to which a research instrument produces similar or consistent result overtime. There are

three types of Reliability, which includes test retest reliability, internal consistency, and inter

30
observer agreement. Osaeze and Izedonmi (2000) define reliability as the regularity between

independent dimension of the similar occurrence, which implies stability, dependability and

predictability of a measuring instrument. Reliability is not just an essential state for validity;

unreliable research measures reduce the correlation between research measures. Thus, a pre-test

was conducted after establishing the validity. Twenty respondents from other secondary schools

were used in the pre-test to answer the questionnaire. This was because these schools have

similar characteristics the government owned schools selected for the study. Their responses

were subjected to a Cronbach’s Alpha Coefficient reliability test. Alpha (α) was equal to 0.76

which indicated that the questionnaire was very reliable. Further reliability of the instrument was

established using computer program of SPSS deploying Cronbach Alpha method of internal

consistency to measure instruments consistency.

3.7 Method of data collection

The researcher acquired a written introductory letter from the coordinator NTI Makurdi Study

centre introducing the researcher to the respondents. The researcher sought appointments from

the principal of various selected schools. Respondents filled the questionnaires while the

researcher conducted observation. The objectives and purpose of the study was explained to the

respondents. A Research assistant was employed to help the researcher in data collection. The

questionnaires were administered to the students during classes and at their free time by the help

of a research assistant. Those students who could fill them there and then were welcomed but

those who opted for more time were granted a one and half week period to return the filled

questionnaires to the research assistant. The Teacher’s questionnaires were administered and

collected after a week. This technique enabled the researcher to approach many respondents

more easily.

31
3.8 Method of data analysis

Data generated from this study will be analyzed using Mean and Standard Deviation to answer

the research questions while t-test was used to test the null hypotheses, the significant of the

result was tested at P<0.05. The mean benchmark for answering the research question was

arrived at finding the average of the 4 points scale.

Therefore, the criterion mean was 2.5. This means that where the calculated mean is less than the

criterion mean, the responses was not be disagreed but where the calculated mean was equal or

more than the criterion mean it was be Agreed.

32
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF

FINDINGS

4.1 Introduction

This study aimed at assessing the impact of information and communication technology on

students’ educational development among secondary schools in Makurdi metropolis.

The focus was on three independent variables, namely: availability, accessibility, knowledge and

used of ICT tools and how these affect students; educational development. In order to

accomplish the above, three hypotheses were formulated and the results are presented in this

chapter. The chapter is divided into three sections, namely: demographic characteristics of

respondents, the descriptive statistics of the items relating to particular objectives and research

questions and the test of hypotheses cited in chapter one.

In the study, a total number of 300 students and 17 teachers were sampled giving a total of 317

questionnaires that were distributed. A total of 317 (100%) fully completed questionnaires were

returned and were duly analysed and the result are presented in the table below

4.2 Data Presentation and Analysis of Result

The demographic characteristic illustrates the distribution of respondents’ categories in relation

to Age, Gender, Designation and Duration of service in the school as described in Table 4.1

33
 Table 4.1 Demographic characteristic of the Respondents
No of Respondents Percentage of Respondent
Sex
76.66
Male 243
23.34
Female 74
100
Total 317
Age
10.72
10-14 34
52.68
15-19 167
21.13
20-24 67
15.46
25 above 49
100
Total 317

5.36
Teachers 17
94.64
Students 300
100
Total 317
Source: field survey, 202

The result in table 4.1 shows the demographic characteristic of the respondent. The result

indicates that and was calculated using percentages and it indicated that 76.66% of the

respondents were Male while female respondent constituted 23.34%, the result furthers shows

that majority of the respondents 52.68% were in the age range of 15-19 year this means that

most of the were students. The category of the respondent shows that most of the respondents

for the study were study with a percentage of 94.64% respondents while the teachers were

represented by 5.36%

34
Research question 1: What are the available ICT tools among secondary schools in

Makurdi metropolis?

The research question was answered using mean and the decisions were made base on the mean

criterion of 2.5, the decision to agree with an item was made when the mean value was above 2.5

otherwise disagreed

Table 4. 2 Availability of Information and Communication Technology (ICT) Tools

Among Secondary School in Makurdi Metropolis

How do you agree or disagree on the availability of the following ICT tools in your
school?

ICT Tools SA A D SD Total Mean Decision

11
Computer laboratory 2 178 22 5 317 3.25 Agreed
Internet facilities 89 123 56 49 317 2.79 Agreed
School website 98 144 51 24 317 2.99 Agreed
Television set 89 167 39 22 317 3.01 Agreed
10
Projector 2 155 31 29 317 3.04 Agreed
Software 95 100 78 44 317 2.77 Agreed
13
Video conferencing equipments 34 58 89 6 317 1.96 Disagreed
12 19
E-library 0 0 3 4 317 1.38 Disagreed
13 12
Mobile apps 0 54 6 7 317 1.77 Disagreed
Social media chat 67 167 56 27 317 2.86 Agreed
Clustered mean 2.58 Agreed

Source: field survey, 202

35
The result in the 4.2 shows the availability of information and communication technology (ICT)

Tools among Secondary School in Makurdi Metropolis. The respondents agreed that available

ICT tools in the study area include Computer laboratory, Internet facilities, School website,

Television set, Projector, Software and Social media chat. The mean responses were above 2.5

the respondents however disagreed that the schools lack Video conferencing equipments, E-

library and Mobile apps the mean responses were below 2.5

Research Question 2: What is the level of knowledge and use of ICT tools among secondary

school students in Makurdi metropolis?

The research question was answered using mean and the decisions were made base on the mean

criterion of 2.5, the decision to agree with an item was made when the mean value was above 2.5

otherwise disagreed

Table 4.3: Knowledge and use of ICT Tools Among Secondary School Students in Makurdi
Metropolis

In your opinion, do you agree that these ICT Tools are adequately used in your school?

ICT Tools SA A D SD Total Mean Decision

Computer laboratory 89 178 43 7 317 3.10 Agreed

Disagree
Internet facilities 39 55 78 145 317 1.96 d
School website 45 134 106 32 317 2.60 Agreed
Television set 89 167 39 22 317 3.01 Agreed
Disagree
Projector 6 65 167 79 317 1.99 d
Disagree
Software 0 45 189 83 317 1.88 d
Disagree
Video conferencing equipments 0 57 124 136 317 1.75 d
E-library 0 0 123 194 317 1.38 Disagree

36
 d
Disagree
Mobile apps 0 54 136 127 317 1.76 d
Social media group chat 67 167 56 27 317 2.86 Agreed
Disagree
Clustered Mean 2.23 d

Source: Field Survey 2021

Table 4.3 shows the response of the respondent on knowledge and use of ICT tools among

Secondary School Students in Makurdi metropolis, the respondents agreed that the ICT that

mostly used in the schools include: Computer laboratory, school website Television set and

Social media group chat were used regularly in the schools, the mean was above 2.5, however

the respondents disagreed that: Internet facilities, Projector, Software, Video conferencing

equipments, E-library, and Mobile apps were not in used in the schools

37
Research Question 3: Does the use of ICT tools improve the student-teacher interactions in

classroom, as a factor that facilitates students’ educational development?

The research question was answered using mean and the decisions were made base on the mean

criterion of 2.5, the decision to agree with an item was made when the mean value was above 2.5

otherwise disagreed

Table 4.4 Use of ICT Tools Improve the Student-Teacher Interactions in Classroom, as a Factor
that Facilitates Students’ Educational Development

How do you agree or disagree with the following statements about the use of ICT and student
Educational Development

SA A D SD Total Mean Decision

The use of computer have help me to easily solve 17 2

my assignment and other home work 112 8 2 5 317 3.25 Agreed
12 2
I learn on my own using computers and the internet 127 3 9 38 317 3.06 Agreed
I use the computer to type home works and 13 4
assignments 112 6 5 24 317 3.05 Agreed
The use of ICT tool have help me to acquire new 16 3
knowledge and skills 89 7 9 22 317 3.01 Agreed
ICT helped me apply what have learnt to the real 15 3
world situation 102 5 1 29 317 3.04 Agreed

38
 ICT made me develop interest in the learning 10 2
content 178 0 5 14 317 3.39 Agreed
4
ICT have help me to get access of information 136 89 5 47 317 2.99 Agreed
14 2
I use the internet to collaborate with others/team 123 3 5 26 317 3.14 Agreed
ICT have help me link academic subjects to work 12 3
place demands 136 7 4 20 317 3.19 Agreed
The use ICT has help for better understanding of 16 5
some subjects 67 7 6 27 317 2.86 Agreed
Clustered Mean 3.10 Agreed

Source: Field Survey, 2021

The result in table 4.4 shows opinion of the respondent on the use of ICT tools to improve the

Student-Teacher Interactions in Classroom, as a factor that facilitates students’ educational

development, the respondents agreed with all the assertion as suggested by the researcher. Thus

the respondents agreed that: the use of computer have helped them to easily solve assignment

and other home work, aid student learn on their own, the use of ICT tool have help students to

acquire new knowledge and skills also the use of ICT have help student to develop interest in the

learning content, it also help students to get access of information and it can also help for better

understanding of some subjects the mean response was above 2.5

39
Research question 4: What are the challenges affecting the use of ICT among secondary

school students in the Makurdi metropolis.

The research question was answered using mean and the decisions were made base on the mean

criterion of 2.5, the decision to agree with an item was made when the mean value was above 2.5

otherwise disagreed

Table 4.5 Challenges Affecting the use of ICT Among Secondary School Students in
the Makurdi Metropolis
How do you agree to the various challenges affecting the use of ICT among Secondary
School Students in the Makurdi Metropolis?

SA A D SD Total Mean Decision

17 2
Insufficient numbers of computers 112 8 2 5 317 3.25 Agreed
12 2
Epileptic power supply 127 3 9 38 317 3.07 Agreed
13 4
Problems of internet network failure 112 6 5 24 317 3.06 Agreed
16 3
Lack of ICT knowledge/skills 89 7 9 22 317 3.09 Agreed
Management attitude 102 15 3 29 317 3.04 Agreed

40
 5 1
10 2
Inadequate software 178 0 5 14 317 3.39 Agreed
4
Insufficient teaching time 136 89 5 47 317 2.99 Agreed
14 2
Lack of qualified ICT personnel, 123 3 5 26 317 3.14 Agreed
12 3
Cost of equipment, 136 7 4 20 317 3.20 Agreed
16 5
lack of technical assistance 67 7 6 27 317 2.70 Agreed
Clustered Mean 3.12 Agreed

Source: Field Survey, 2021

The result in table 4.5 show the respondent view on the challenges affecting the use of ICT

among Secondary School Students in the Makurdi metropolis. The respondents agreed that some

of the major challenges affecting effective use of ICT include: Insufficient numbers of

computers, Epileptic power supply, Problems of internet network failure, Lack of ICT

knowledge/skills Management attitude, Inadequate software, Insufficient teaching time, Lack of

qualified ICT personnel, Cost of equipment, lack of technical assistance the mean were above

2.5

4.2 Test of Hypotheses

The hypotheses were tested using t-test

Hypothesis 1: There is no significant difference in the mean response of teachers and students on

the availability of ICT tools among secondary school in Makurdi metropolis

41
Table 4.6: T-test analysis of significance difference between the mean scores of teachers
and students on the availability of ICT tools among secondary school in Makurdi
metropolis.
Respondent N Mean SD Df tcl tcri Decision
s
Teachers 17 3.33 0.85 315 0.62 1.96
Students 300 3.55 1.08 Upheld
P<0.05

The result in table 4.6 shows that the t-calculated value was 0.62 while the t-critical value was

1.96. Since the t-calculated value was less than the t -critical value at 0.05 level of significance,

we therefore accept the null hypothesis and concluded that there was no significant difference

between the mean scores of teachers and students on the availability of ICT tools among

secondary school in Makurdi metropolis.

Hypothesis 2: There is no significant difference in the mean response of teachers and students

on the knowledge and use of ICT tools among secondary school students in Makurdi metropolis

Table 4.7: T-test analysis of significance difference between the mean scores of teachers
and students on the knowledge and use of ICT tools among secondary school students in
Makurdi metropolis
Respondent N Mean SD Df tcl tcri Decision
s
Teachers 17 2.53 0.95 315 0.72 1.96
Students 300 2.45 1.01 Upheld
P<0.05

42
The result in table 4.7 shows that the t-calculated value was 0.72 while the t-critical value was

1.96. Since the t-calculated value was less than the t -critical value at 0.05 level of significance,

we therefore upheld the null hypothesis and concluded that there was no significant difference

between the mean scores of teachers and students on the knowledge and use of ICT tools among

secondary school students in Makurdi metropolis.

Hypothesis 3: There is no significant difference in the mean response of teachers and students on

the use of ICT tools to improve the student-teacher interactions in the classroom, as a factor that

facilitates student educational development.

Table 4.8: T-test analysis of significance difference between the mean scores of teachers
and students on the use of ICT tools to improve the student-teacher interactions in the
classroom, as a factor that facilitates student educational development.
Respondent N Mean SD Df tcl tcri Decision
s
Teachers 17 3.53 0.88 315 0.62 1.96
Students 300 3.45 1.00 Upheld

43
P<0.05

The result in table 4.8 shows that the t-calculated value was 0.62 while the t-critical value was

1.96. Since the t-calculated value was less than the t -critical value at 0.05 level of significance,

we therefore upheld the null hypothesis and concluded that there was no significant difference

between the mean scores of teachers and students on the use of ICT tools to improve the student-

teacher interactions in the classroom, as a factor that facilitates student educational development

among secondary schools in Makurdi metropolis.

Hypothesis 4: There is no significant difference in the mean response of teachers and students

challenges affecting the use of ICT among secondary school students in the Makurdi metropolis

Table 4 .9: T-test analysis of significance difference between the mean scores of teachers
and students challenges affecting the use of ICT among secondary school students in the
Makurdi metropolis
Respondent N Mean SD Df tcl tcri Decision
s
Teachers 17 3.56 0.89 315 1.23 1.96
Students 300 3.76 1.04 Upheld
P<0.05

44
The result in table 4.8 shows that the t-calculated value was 1.23 while the t-critical value was

1.96. Since the t-calculated value was less than the t -critical value at 0.05 level of significance,

we therefore accept the null hypothesis and concluded that there was no significant difference

between the mean scores of teachers and students challenges affecting the use of ICT among

secondary school students in the Makurdi metropolis.

4.3 Discussion of Finding

The availability of information and communication Technology (ICT) tools among
secondary school in Makurdi Metropolis
The study established that the availability of the different ICT tool among secondary schools in

Makurdi is still very much wanting. The respondents agreed that available ICT tools in the study

area include Computer laboratory, Internet facilities, School website, Television set, Projector,

Software and Social media chat. The mean responses were above 2.5 the respondents however

disagreed that the schools lack Video conferencing equipments, E-library and Mobile apps the

mean responses were below 2.5. this result was upheld by several others studies: According to

Mbwesa (2000), the availability of ICT resources can enhance learning by making education less

dependent on differing teacher quality and by making education available at home throughout

the day and most commonly available ICT tool include Computer laboratory, Internet facilities,

School website, Television set, Projector, Software and Social media chat . Furthermore, Riel

(1998) stressed that the availability and use of ICT tools such as Computer laboratory, Internet

facilities, School website, Television set, Projector, Software and Social media chat in schools in

most school can help students exploit enormous possibilities for acquiring information for

schooling purposes and can increase learning through communication.

Knowledge and use of ICT Tools Among Secondary School Students in Makurdi

Metropolis

45
The study revealed that the ICT that mostly used in the schools include: Computer laboratory,

school website Television set and Social media group chat were used regularly in the schools, the

mean was above 2.5, however the respondents disagreed that: Internet facilities, Projector,

Software, Video conferencing equipments, E-library, and Mobile apps were not in used in the

schools this implied that the ICT are not properly used in the study area this findings align with

the views of Ogechukwu & Osuagwu (2009) who suggested that, "ICT is still in the emerging

phase in Nigerian educational system". In their article entitled, 'ICT in Education: Achievements

so far in Nigeria’, which discusses ICT dimensions, its transforming power; status in Nigerian

educational institutions, plus limitations to its infusion, both experts say the country is yet to

progress beyond the emerging phase of ICT in education which according to them, is only one of

four approaches, the goals of ICT in education embraces. These approaches are: emerging,

applying, infusing, and transforming. Iloanusi & Osuagwu said 90% of Nigeria's educational

institutions fall within the emerging phase, 7% in the applying phase and 3% in the infusing and

transforming phase, with a few other sectors of the economy having progressed beyond this

phase.

Use of ICT Tools Improve the Student-Teacher Interactions in Classroom, as a Factor that

Facilitates Students’ Educational Development

The study finding revealed that ICT tool when properly put to use can enhance the educational

development of students in the study area this finding is consistent with the finding of Jonassen

(1996) who explains that when computers and related technology are made available in schools

and institutions, students are compelled to use databases, spreadsheets, multimedia, e-mail, and

network search engines to complete their class and home work , such processes provide greater

potential to promote cognitive development. Also according to Jackson, Edwards and Berger

46
(2003), computers raise the potential to equip students with higher-order skills such as inquiry,

reasoning, problem solving and decision making abilities, critical and creative thinking and

learning how to learn. Research also showed that using computers has a positive effect on

students achievement compared to traditional methods (Sterling and Gray, 1991 in Means,

Barbra (ED.) according to Jonassen (2001), availability of computers and related technologies

without being made adequate in regards to students needs may make no difference in the

teaching and learning processes. Greenleaf (1994) further explained that inadequacy of ICT

facilities translates into lack of skills in the use of ICT equipment and software which results in

a lack of confidence in utilizing ICT tools among the students. Ajayi, (2008) submitted that the

use ICT to provide education to students both on and off campus by means of teaching online

offered via web-based systems and in the teaching-learning process becomes imperative. Such

issues like good course organization, effective class management, content creation, self-

assessment, self-study, collaborative learning, task-oriented activities, and effective

communication between the actors of teaching-learning process and research activities will be

enhanced by the use of ICT-based technology. Indeed, the process of teaching and learning has

gone beyond the teacher standing in front of a group of pupils and disseminating information to

them without the students’ adequate participation With the aid of ICT, teachers can take

students beyond traditional limits, ensure their adequate participation in teaching and learning

process and create vital environments for learners to experiment and explore.

Challenges Affecting the use of ICT Among Secondary School Students in the Makurdi

Metropolis

The study revealed that the most of the challenges affecting the use of ICT among secondary

school students in the Makurdi metropolis include insufficient numbers of computers, Epileptic

47
power supply, Problems of internet network failure, Lack of ICT knowledge/skills, Management

attitude, Inadequate software, Insufficient teaching time, Lack of qualified ICT personnel, Cost

of equipment, lack of technical assistance this result are consistent with the findings of Atureta,

(2011) who enumerated some major factors militating against the full implementation ICT in

Nigerian educational system to include: insufficient numbers of computers, epileptic power

supply, problems of internet network failure, lack of ICT knowledge/skills, difficulty in

integrating ICT to instruction, scheduling computer time, insufficient peripheral devices,

inadequate software, insufficient teaching time, inadequate access, lack of qualified ICT

personnel, cost of equipment, management attitude, there seems to be no clear and definite

policy and/or curriculum for all levels of the Nigerian education system and lack of technical

assistance among others.

CHAPTER FIVE
DISCUSSION CONCLUSION AND RECOMMENDATION
5.1 Summary of Findings
The study investigates the impact of information and communication technology on

students’ educational development, a study of secondary schools in Makurdi metropolis.

A descriptive research design was employed for the study. The study population includes student

and teachers of in four governments owned secondary schools in Makurdi metropolis a sample

48
size of 317 respondents were drawn from the study population using taro Yamane’s 1967

formula of sample size determination.

The data for the study was collected using structured questionnaire and the data collected was

analyse using mean and T- test was used to test the hypothesis the test of significant was P< 0.05.

The result of the study revealed that ICT tools in the study are were not available to the study

and there was no significant difference in the mean response of teachers and student on the

availability of the ICT Tools in the study area. The study also revealed that ICT tools were not

regularly in used in the study are and the T- test result shows that there is no significant

difference in the mean responses of teachers and student on the use of ICT in the study area the

study also the study revealed that ICT Tools can use to improve the student-teacher interactions

in Classroom, as a factor that facilitates Students’ educational development. The study also find

some notable challenge that have affected the effective use of ICT to enhance students

educational development among secondary school in the study area to include: Insufficient

numbers of computers, Epileptic power supply, Problems of internet network failure, Lack of

ICT knowledge/skills Management attitude, Inadequate software, Insufficient teaching time,

Lack of qualified ICT personnel, Cost of equipment, lack of technical assistance.

5.2 Conclusion

From the discussions, the following conclusions are drawn:

1. The ICT infrastructure of the schools is poorly developed, unevenly distributed and

inadequate. However, some ICT resources like computer lab, projectors and television sets were

considered to be fairly available. Though not fully adequate, the schools recognize the need for

ICT resources in its academic endeavors and as such there is already something to build on.

49
2. ICT access in the different schools for both teachers and students was not well attended

to. The biggest challenge still affecting easy access to ICT facilities in the Schools remains the

limited number of ICT resources which does not match with the ever increasing student

population. But there was at least something in place to build on though still was limited to

computers.

3. ICT tool when properly put to use can enhance the educational development of students

in the study area. Indeed the teaching-learning process with the use of ICT tools have becomes

imperative. Such issues like good subject organization, effective class management, content

creation, self-assessment, self-study, collaborative learning, task-oriented activities, and effective

communication between the actors of teaching-learning process and research activities will be

enhanced by the use of ICT-based technology.

4. Some of the major challenges affecting ICT include Insufficient numbers of computers,

Epileptic power supply, Problems of internet network failure, Lack of ICT knowledge/skills

Management attitude, Inadequate software, Insufficient teaching time, Lack of qualified ICT

personnel, Cost of equipment, lack of technical assistance

5.3. Recommendations

Basing on the findings of this study, in order to improve on ICT and learning, the following

recommendations may be considered.

1. There is need for the school to invest more in computers and related technology as means

of not only solving accessibility problem but improving on the presence of the facilities

especially computers in the classroom and computer lab. More infrastructures: printers,

computers, projectors should be put in place for more practice and utilization.

50
2. There is a need to maintain internet connection in the schools and connect more

computers to the internet. The schools should then liberalize accessibility of internet and e-mail

in the institution in form of establishment of ICT resource centers where all software can be

accessed, students‟ packages and all versions of technology. All in all, the Schools shall take

time and even not get there to afford a 1:1 ratio of Student - ICT access to facilities thus students

should also endeavor to acquire themselves what can be afforded or visit commercial ICT

providers like internet café to access ICT facilities.

3. Training in ICT skills should not be limited to Ms Office suits; the Schools should go

ahead to integrate the other programs and packages as recommended by UNESCO (2000, a)

curriculum for schools. Clearly a basic level of ICT skill must be achieved but this should be

followed by an integrated approach to ICT and learning. The aim should be for embedding ICT

firmly into the teaching and learning process so that it is no longer considered a separate and

discrete element. Such changes may offer the potential to improve on teaching and learning

using modern technology.

5.4 Limitations

The study was faced by several limitations which include time, financial, study area and

population

Time: The study was carried out within a limited period of time assign for the programme,

however the researcher try his best to meet up with in the give period of one year

Financial: the study do not received any form of financial sponsorship from any group,

organization or individual, it was solely sponsored by the researchers. Hence, the researchers was

face with the challenge of sponsoring the study alone

51
Study Area: The study was limited to secondary school within Makurdi metropolis, it does not

cover any part of the study.

Population: the study was limited to student and teacher in government own secondary school in

Makurdi metropolis, it does not cover other school within the study area

5.5 Suggestion to further research

Since ICT is relatively a new in the teaching and learning process a lot of research is needed to

be carried out. This study has exposed many things that could not all be covered. The researcher

thus recommends the following possible research areas.

1. The link between technology and authentic learning in higher institutions of learning

2. Students‟ perception and use of the internet as a hub for learning

3. The effect of modern technology on students‟ performance

5.6 Contribution to Knowledge

The finding of this study will contribute significantly to the knowledge of students, teachers,

school owners, parents and educational policy makers on the impact of ICT in the educational

development of secondary school student

52
REFERENCES

Amin, M.E. (2005).Social Science research: conception, methodology and analysis.

kampala: Makerere University Press.
Alessi, S.M. & Trollip S.R. (1985). Computer based instruction, methods and development. New
York: Englewood Cliffs, Prentice Hall.
Bakkabulindi, F.E.K, (2007). Social Correlation of innovation adaption in Education
organization:A case study of ICT in Makerere University. An unpublished PHD thesis.
BECTA. (2000). The Impact of Information and Communication Technologies on Pupil
Learning and Attainment. (ICT in Schools Research and Evaluation Series – No.7):
DfES.
Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: eight keys to success.
Journal of Technology and Teacher Education, 10(1), 95-100.
Bonnett, N., & Dunne, E. (1997). The nature and quality of talk in co-operative classrooms
groups. Learning and Instruction J. 103-118.

53
Committee on Developments in the Science of Learning. (1999). Technology to support
learning. In J. Bransford, A. Brown, & R. Cocking (Eds.), How people learn: Brain,
mind, experience, and school. Washington, DC: National Research Council. [On line]
Available http://books.nap.edu/html/howpeople1/ch9.html
Davis, N. (2000). International contrasts of information technology in teacher education:
multiple perspectives on change. Journal of Information Technology for Teacher
Education, Vol. 9, No. 2,
Davis, N. (2003). Technology in Teacher Education in the USA: what makes for sustainable
good practice? Technology, Pedagogy and Education, 12(1).
Dewey, J. (1989) The Development of American Pragmatism‟ in Pragmatism: The Classic
Writings, Thayer, H S, ed, (Indianapolis, Indiana: Hackett). First published 1931
Drenoyianni, H. (2004). Designing and Implementing a Project-Based ICT Course in a Teacher
Education Setting: Rewards and Pitfalls. Education and Information Technologies, 9(4).
Fabry, D. & Higgs, J. (1997) Barriers to the effective use of technology in education. Journal of
Educational Computing, 17, 385-395.
Fleming-McCormick, T., Nyre, G., Schwager, M. and Tushnet, N. (1995). District Response to
the Demonstration: The Practice of Technology. San Francisco, CA: Far West Lab. for
Educational Research and Development. (ERIC_NO- ED388311)

Greenleaf F, C. (1994) Technological Indeterminacy : The Role of Classroom Writing Practices

and Pedagogy in Shaping Student Use of the Computer. Written Communication, 11 (1),
85-130.
Grégoire, Réginald, Bracewell, Robert, & Laferrière, Thérèse.(1996) The Contribution of New
Technologies to Learning and Teaching in Elementary and Secondary Schools. Available
online: http://www.tact.fse.ulaval.ca/fr/html/impactnt.html. Accessed March 26, 2021.
Gunter, H. (2001). Leaders and leadership in education. London: Paul Chapman Publishing.
Hannafin, R. D., & Savenye, W. C. (1993). Technology in the classroom: The teacher's new role
and resistance to it. Educational Technology, 33(6), 26-31.
Hargittai, E. (1999). Weaving The western web: Explaining differences in internet connectivity
among OECD countries. Telecomunication policy.23 (10/11) 701-718
Herman,Joan,L. (1994) Evaluating the Effects of Technology in School Reform. See below
Means, Barbara, p. 133-167
Jackson, D., B. Edwards and C. Berger (2003) The Design of Software Tools for Meaningful
Learning by Experience : Flexibility and Feedback. Journal of Educational Computing
Research, 9 (3), 413-443.

54
Jonassen, D. (2000).Designing hypertext on transfusion medicine using
cognitive flexibility theory. Journal of Educational Multimedia and Hypermedia, 1(3),
309-322.
Joy, E. H., & Garcia, F. E. (2000). Measuring learning effectiveness: A new look at no-
significantdifferencefindings. Journal of Asynchronous Learning Networks, 4(1), 33-39
Jung, I. S. (2005). A comparative study on the cost-effectiveness of three approaches to ICT
teacher training. Journal of Korean Association of Educational Information and
Broadcasting, 9 (2). 39-70.
Kennewell, S., Parkinson, J., & Tanner, H. (2000). Developing the ICT capable school.
London:RouteledgeFalmer.
Kirkpatrick, D.L. (1994). Evaluating Training Programs: The Four Levels. San Francisco, CA:
Berrett-Koehler.
Laurillard, D. (1993). Rethinking University Teaching: A Framework for the Effective Use of
Educational Technology. New York and London
Lockard, J., Abrams, P. & Many, W. (1994). Microcomputers for the 21st century educators,
3rd ed., New York, Harper Collins.
Loveless A. (2004). The interaction between primary teachers‟ perceptions of ICT and their
pedagogy.Education and Information Technologies, 8(4), pp. 313-326.
Makerere university ICT policy (2002): downloaded on the 14th June 2008 Available at:
http://www.makerere.ac.ug/makict/documents/policydoc/contents.htm
Mbwesa, J. (2002). A Survey of students‟ perception and utilization of the web as a learning
resource: A case study of department of extra mural studies, an unpublished master
dissertation, university of Nairobi, Kenya. Downloaded on 16th July 2020.Available at
http://www.interaction.nu.ac.za
Means, B., & Olson, K. (1994). The link between technology and authentic learning.
Educational Leadership, 51(7), 15-18.
Means, Barbra (ED.) (2004) Technology and Education Reform. The Reality Behind the
Promise. San Francisco, CA : Jossey-Bass. XXIV et 232 p.
Mumtaz, S. (2000). Factors affecting teachers‟ use of information and communications
technology: a review of the literature. Journal of Information Technology for Teacher
Education,, 9(3), 319-342.
Musisi, M., Nansozi, K. Muwanga, and Nakanyike, B. (2003). Makerere University in transition
1993-2000: opportunities and challenges. Kampala: Fountain publishers
National Information and communication Technology policy framework
(2003): downloadedonthe27thJune 2009.Available at
http://www.MoWHC.gov.ug/documents/policy/ICT

55
National Council for Curicullum and Assesment, UK. (2004). Curriculum assessment & ICT in
the Irish context: A discussion paper
Newhouse, C.P. (2002). A framework to articulate the impact of ICT on learning in schools.
Western Australian journal of Education 10(2),200-215
Papert, S. (1998). Technology in Schools: To support the system or render it obsolete.
http://www.milkenexchange.org/feature/papert.html
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a
worldwide education assessment. Computers & Education 37: 163-178.
Research and Education network of Uganda (2003). A discussion paper
Rose, S. A. and Phyllis M. F. (1997). Using Technology for Powerful Social Studies Learning.
Social Education, 61 (3), 60-66
Riel, M. M. (1998). Just-in-time learning or learning communities. Abu Dhabi: The Fourth
Annual Conference of the Emirates Center for Strategic Studies and Research.
Russell, M., Bebell, D., Dwyer, L and O‟Connor,K. (2003) Examining teacher technology use
implications for preservice and inservice teacher preparation, Journal of Teacher
Education, 54(4)
Salomon, G. (1994). Differences in patterns: Studying computer enhanced learning
environments. In S.Vosniadou, E. DeCorte, & H. Mandl (Eds.), Technology-based
learning environments (pp.79-88). Heidelberg: Springer-Verlag.
Schoolnetafrica, (2002).Emerging trends in ICT and challenges to Educational planning:
downloaded on 17th Aug 2020. Available at http://www.schoolnetafrica.net/index.php?
id=283
Sekaran, U. (2003). Research Methods for Business. New York: John Wiley & Sons, Inc. Schank
R.C. and Kass A., (1996) A Goal-Based Scenario for High School Students, Communications of
the ACM, 39, 2, 28-29.
Singh, R. P. (1993). Challenges of tomorrow: profile of future teacher education. New Delhi:
Sterling Publishers Private Limited
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1992). Cognitive flexibility,
constructivism and hypertext: Random access instruction for advanced knowledge
acquisition in ill-structured domains. In T. Duffy & D. Jonassen (Eds.), Constructivism
and the Technology of Instruction. Hillsdale, NJ: Erlbaum
Swedish National Agency for School Improvement (2008). Teachers‟ ICT skills and knowledge
needs, Available at http://www.sweden.gov.
Tearle, P. (2003). Enabling Teachers to Use Information and Communications Technology for
Teaching and Learning through Professional Development: influential factors. Teacher
Development, 7(3).
56
UNESCO. (2002b). Information and communication technology in education: a curriculum
guide for schools and programs of teacher development. Division of Higher Education.
Available online at http://unesdoc.unesco.org/images/0012/001295/129538e.pdf.
UNESCO. (2003). Manual for Pilot Testing the Use of Indicators to Assess Impact of ICT Use in
Education [online]. http://www.unescobkk.org/education/ict/resource\
Warschauer, M. (1996) Computer- assisted language learning. Intro-ductions. In S. Fotos (Ed)
Multimedia language teaching. Tokyo: Logos International, pp. 3 – 20
Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman (Ed.),
Encyclopedia of Educational Technology. Retrieved June 27, 2008.
Yamnill, S. & Mclean, G. N. (2001). Theories supporting transfer of learning. Human Resource
Development Quarterly, 12(2),

Appendices

QUESTIONNAIRE

SECTION A

DEMOGRAPHIC DATA OF RESPONDENTS

Please provide information regarding you by ticking the appropriate boxes

1. Your Age:………………….

2. Your Sex:

57
 Male

Female

3. Name of school (optional)……………………………………………

How do you agree or disagree on the availability of the following ICT Tools in your School

ICT Tools SA A D SD

Computer laboratory

Internet facilities

School website

Television set

Projector

Software

Video conferencing equipments

E-library

Mobile apps

Social media chat

58
In your opinion, do you agree that these ICT Tools are adequately used in your school?

ICT Tools SA A D SD

Computer laboratory

Internet facilities

School website

Television set

Projector

Software

Video conferencing equipments

E-library

Mobile apps

Social media chat

How do you agree or disagree with the following statements about the use of ICT and student
Educational Development

SA A D SD

The use of computer have help me to easily solve

my assignment and other home work

I learn on my own using computers and the internet

I use the computer to type home works and

assignments

The use of ICT tool have help me to acquire new

knowledge and skills

ICT helped me apply what have learnt to the real

world situation

ICT made me develop interest in the learning

content

59
 ICT have help me to get access of information

I use the internet to collaborate with others/team

ICT have help me link academic subjects to work

place demands

The use ICT has help for better understanding of

some subjects

How do you agree to the various challenges affecting the use of ICT among Secondary School
Students in the Makurdi Metropolis?

SA A D SD

Insufficient numbers of computers

Epileptic power supply

Problems of internet network failure

Lack of ICT knowledge/skills

Management attitude

Inadequate software

Insufficient teaching time

Lack of qualified ICT personnel,

Cost of equipment,

60
lack of technical assistance

61