CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

This chapter presents literature related to the present study “The impact of ICT on School

Management Information System in Bauchi State”. This review is organized and presented thus;

2.1 CONCEPTUAL FRAMEWORK

2.1.1 Concept of ICT (Information Communication Technology)

According to Ogunsola (2015) ICT “is an electronic based system of information transmission,

reception, processing and retrieval, which has drastically changed the way we think, the way we live and

the environment in which we live”. It can be used to access global knowledge and communication with

other people (Ogunsola, 2015).

The use of information and communication technology (ICT) is becoming an integral part of Education

in many parts of the globe. Nigeria is not left behind as ICT gradually finds its ways to the Educational

systems despite chronic limitations brought about by economic disadvantages. Fundamentally, education

is a discipline like any other; it is a branch of human knowledge which is basically concerned with

getting the young in the society prepared when they come of age.

2.1.2 Importance of ICT (Information Communication Technology)

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

chalkboard, textbooks, radio/television and film have been used for educational purpose over the years,

none has quite impacted on the educational process like computer. While television and film impact only

on the audio visual facilities of users, the computer is capable of activating the senses of sight, hearing

and touch of the users. ICT has the capacity to provide higher interactive potential for users to develop

their individual, intellectual and creative ability.

Various researchers have carried out research work to show the impact of ICT in School Management

Information System.
2.2 THEORITICAL FRAMEWORK

Information communication technology according to Unagha (2016) encompasses computer and

telecommunication. It is concerned with the technology used in handling acquiring processing, storing

and dissemination of information. Thus information communication technology is any technology used

in producing, organizing and passing information through. Similarly, oxford advanced learners

Dictionary sees ICT as electronic media used in processing analyzing storing and sending out

information. Evey et al… (2010) observed that ICT is innovative device that can carry out such

functions as relieving, storing, computing, analyzing, transmitting and retrieving information presented

to them and allowing for one to one or group communication among humans. Obashoro (2017) identify

ICT infrastructure to include multimedia, CD ROMS, MP3 players, websites, discussion boards emails,

computer aided assessments, learning management software, blogs etc. In the same vein, Folorunso,

Longe and Ijere (2003) identified ICT infrastructure to include internet world wide network (www),

Electronic data interchange (EDI) local area network (LAN) wide area network (WAN), and protocols

contact management and metal data standard (MDS).

According to Gbamanja, (2009. p. 131), education is a process, which seeks to change the

behavior of a learner. Overall, behaviorist view education as the process of changing the behavioral

pattern of people. Behavior in his sense refers to the way we change the learner, his or her thinking, his

or her feelings and his other overt actions (Hergenhahn & Olson 2007). Thus education is the process by

which society deliberately transmits its cultural heritage through schools, colleges, universities and other

institution (Gbemanja 2009).

In other to achieve the above- mentioned purpose in education, information and communication

technology (ICT) is an essential ingredient that could help bring these gains and benefits to the fore.

Realistically, several researchers admitted that ICT have an impact in learning and teaching of science.

Globally, the use of information and communication technologies (ICTs) is fast gaining prominence and

becoming one of the most important elements defining the basic competencies of students.
2.3 MANAGEMENT INFORMATION SYSTEM

The term ‘management’ has been defined in various ways (Adejumo, 2000; Adeyemi, 2007). Adejumo,

(2000) for instance, defined management as involving planning and innovation, coordination and

supervision as well as undertaking risks and handling uncertainty. He argued that management is the

activity of working with people in organizations in accomplishing results. Adeyemi, (2007) regarded

management as the process of utilizing human and material resources in accomplishing designated

objectives. This could be done by organizing, directing, coordinating and evaluating programmes in

a bid to achieve goals or objectives. In such a social process, there is always a structural hierarchy

comprising the subordinates and super ordinates.

Thus, management involves a person or a manager, making use of resources (both human and

physical or material) in achieving the goals of an organization through effective planning, organizing,

directing, motivating, controlling and budgeting (Alebiosu, 2000; Nwadiani, 2000; Ajabor, 2001). As a

professional discipline, management involves personnel and finance. Although job specification might

vary from one position to another, circumstances and environment might affect managerial functions

(Afolabi, Jegede,& Popoola, 1999; Bandele, 2001).

Management is therefore the effective allocation and utilization of scarce resources to achieve

predetermined results. The scarce resources include people, money, materials and time. Of these, human

beings are the most important, because the effectiveness with which they are used determines the quality

of results produced by other resources.

As such, the primary function of management is to take decisions leading to the achievement of

organizational objectives. The types of decisions management make will determine its information

needs. However, the numerous crises in Nigerian universities could have been prevented if Information

Communication and Technology facilities are in place in the institutions (Faloye and Oparah 2007).

Thus,
Adedapo (2007) argued that school managers need effective management of activities with the use of a

computers and other Information Communication and Technology equipment.

It has been observed that using ICT will promote issues on students’ admission, students’ records

and transcript, examination records, teaching, research and community services (Abe & Adu, 2007). It

has also been observed that the monitoring and evaluation of staff, physical plant planning, curriculum

development, finical management and information dissemination will increase the efficiency of the

universities if Information Communication and Technology facilities are adequately and properly

utilized (Lawsent & Vincent-Loncrin 1995; Foray, 2004; Omirin, 2007). Thus, in developing countries

including Nigeria, the argument is no longer whether or not universities should invest in ICT (OECD,

2005).

2.3 INFLUENCE OF ICT ON ACADEMIC PERFORMANCE ON SCHOOL STUDENTS

Research conducted by Achuzie (2019), has shown that any secondary school which uses ICT

tools to foster learning produces computer literates and potential wonderful researchers. He further

poised that Information communication technology went a long way to prepare such school students for

the technological advancement tasks ahead, thereby making them adjust and acclimatize to any society

of computing they find themselves. Also, computer has been made compulsory in our universities

presently, and such student will not find the use of computer unfamiliar since he or she is used to it from

JSS classes.

LIMITATIONS OF ICT TO SCHOOLS MANAGEMENT INFORMATION SYSTEM

Cognitive development: ICT tools cannot develop or increase the understanding of an individual that

has been dull since childhood but it will just equip such student with the tools he or she needs to explore

for additional knowledge.

Teacher-Like: There has not been any ICT tool that can be used in place of the existence of a trained

teacher to students. The Robotic system is still being coded to be able to interpret questions and supply

answers to unplanned questions that has not been garbage into it. But one can get computer-based tutor
software where he or she can watch a teacher teaching a particular subject. But questions cannot be

asked to such teacher for more clarifications in case of any misunderstanding.

2.4 PROBLEMS/DISADVANTAGES OF ICT (Computer) TO SCHOOLS

a. Pornography: The internet, which is the connection of millions of computer together for the

purpose of file sharing and remote information access contains sites that have negative movies

where some unscrupulous students log in to watch porn movies. This degrades and derails the

moral standard of such student.

b. Eye-Problem: The ICT tool called computer has violent rays which affects the eyes negatively.

If one stays constantly on the computer system, he or she is prone to night blindness or other eye

related diseases.

c. Workaholic/ Loss of concentration: When one gets addicted to the computer system or internet

where information is being shared using the social networks such as Facebook, WhatsApp, 2go,

such student will find it so difficult to leave the computer system for other school activities or

house shores.

d. Teacher’s professional knowledge and technical knowhow: Since ICT is a fairly new area of

importance in education especially in developing communities like Nigeria. It is a highly

technical field and to understand how it can affect the teaching and learning situation, one first

has to understand the operational functionality of the materials.

e. Lack of computers: Computers are still very expensive and despite spirited efforts by the

government agencies, NGO, corporate organizations and individual to donate computers to as

many schools as possible. There are still a big percentage of the schools unable to purchase

computers for use by their pupils.

f. Lack of electricity: Many schools are still not yet connected to electricity; Nigeria being a

developing country, the government has not been able to connect all parts of the country to the

national electricity grid.

 g. Computers are still expensive in Nigeria: In a country with high rate of inflation, majority of

individuals and schools cannot afford to buy a computer and consider it a luxury item more

expensive than a Television set.

h. Broken down computers: While a good number of schools have benefited from donated used

computers, they have not been adequately equipped with the same on maintenance and repairs

hence it is very common to see schools’ computer lab full of broken down computers.

i. Lack of internet or slow connectivity: Most schools are not able to connect to the World Wide

Web due to high cost involved in the internet connectivity.

j. Time constraints: Time also is a serious problem or factor that impede the effective use of ICT

driven instruction because sometimes the time that is allotted for a subject on the time table

might not be enough for the teacher to present his content alongside with effective us of the

materials which will affect the wholesome delivery of the content.

k. Poor maintenance culture: Materials available for the teaching are poorly by man handled by

both teachers and school authority.

l. Access to uncensored information: There are some information online which should not be

accessible by secondary school students (Romantic expositions, dating sites and sexual blogs)

that are always and readily available for all internet users which are uncensored for such age (18

and below). This is the problem some e-library installed secondary schools face. It has been

noticed that instead of students going to the e-library to surf the internet positively, the rather go

to chart on dating sites especially in a mixed school.

2.5 SOLUTIONS TO THE PROBLEMS OF ICT IN SCHOOLS MANAGEMENT

INFORMATION SYSTEM

Employment of e-library Inspectors: Inspectors or Laboratory instructors should be employed as to be

monitoring students and their activities in the e-library.

Censorship of Information: Web programmers should increase the censorship of web information.
E-Library Time Table: There should be a computer library time table which will help to curtail the

excesses of student’s stay in the e-library or computer laboratory.

2.6 REVIEW OF EMPERICAL STUDIES

Many researchers have carried out research on the implication of ICT on school management

information system. However, the research works of Aladejana (2017),"The implication of ICT and a

new kind of science (NKS)” will be reviewed.

The author in her work examines the attitude to the use of information and communication

technologies (I.C.T.) and A New kind of science (NKS) for learning in secondary schools from selected

secondary schools in Nigeria. She also tries to find out the impact of the use of simple computer

experiments on the learning of science and also assesses the availability of resource for this new

paradigm.

Multiple research method was used including questionnaire, observation, discussion, and interview.

Two questionnaires ARCAL to asses’ availability of resources was administered on 106 teachers from

25 secondary school.

The students' attitudes were measured using an adapted established instrument Selwyn-Soh information

technology attitude scale(SSITAS) which was administered on 50 Obafemi Awolowo University (OAU)

students purposively selected based on having any basic ICT tool as their facility.

The five sub-scales of attitude assessed affective, usefulness, behavior control and defense components,

semi-structured interview of twenty (20) secondary school teachers. Observations were carried out in the

c asses of ten (10) school teachers.

Analysis was done using descriptive and inferential statistics. The rating of the sub scales and overall

attitude are as follows; 0-20 very poor 21-40 poor, 41-60 good 61-80 very good.

The result of her work shows that; None of the teachers have heard about NKS and its relevance to

school teaching.

i. 9.43% of the teachers asked students to browse on the internet

 ii. 2.83% of the teachers have used over-head projectors and 1.89% make use of CD-ROM

containing educational topics.

iii. 20.0% of schools have one or two computers. While 4.0% have more than two computers.

iv. None of the schools have laptop, LCD projector, video recorder, talking books, and roor robots.

v. 4.0% of the school has an overhead projector, 4.0% fixed line internet access.

vi. 5.67% of teachers have personal computers used for business and commercial purposes.

vii. Some students have access to computer and internet outside the school setting. Thus classroom is

still very much traditional without much influence on ICT and NKS.

She made the following recommendations in her work thus;

1. Government should make converted effort to provide the required ICT facilities for secondary

schools.

2. There is need for government policies to take care of issues such as class size.

3. Both pre-service and in service training are necessary.

4. NKS should be introduced to many other countries through workshops and seminars.

5. Lastly fear and apprehensiveness of learner must be allayed by teachers.

The role of technology in teaching and learning and is rapidly becoming one of the most important and

widely discussed issues in contemporary education policy (Rosen and well. 1995; and Thierer. 2010).

Most experts in the field of education agreed that, when properly used, information and communication

technology hold great promise to improve teaching and learning in addition to shaping work force

opportunities.

Poole (2015) has indicated that computer illiteracy now regarded as the new illiteracy is a cankerworm

in our present century.

Many studies have found positive effect associated with technology aided instruction.

Mcfarlane, A. Sakellarious, S., (2012). The role of ICT in science education which was published in

Cambridge formal of education 32(2,) PP. 219-232.

The paper considers two perspectives on the relationship between the science curriculum and the

potential of ICT in school education; the first perspective is based on the current General Studies

Curriculum, while the second look at how the role of ICT might be developed if the curriculum were to

emphasize on scientific reasoning rather than the practice of empirical science. It focuses on the use of

ICT to support or replace practical work and the use of the internet as a tool for scientists reasoning.

The key findings of the research are as follows;

 Using ICT either as a tool in a practical investigation or as a substitute for the laboratory-based

elements of an investigation can aid theoretical understanding.

 Electronic communications should be used not just to disseminate information but to create a

community of learners.

Another researchers Osborne, J., Hennessy, S., (2013). Literature review in secondary education and the

role of ICT: promise, problem and future directions.

This paper reviews the current state of education, the impact of ICT use on the curriculum, pedagogy

and learning, and the implications there are diverse ways of linking ICT use to exiting classroom

teaching, including supporting or replacing it.

The researcher made use of observation and questionnaire method. The questionnaire was administered

on six (6) middle school teachers and 100 tenth grade pupils.

Descriptive statistics was used for the analysis. Also the research shows that;

 Transformative use of ICT in science found only in isolated pocket.

 ICT may have a greater role to play in a curriculum that places greater emphasis on scientific

reasoning and analytical skill.

Among these is Belts, S. (2013) ICT contributions to quality learning in science at key stage 3. This

research was conducted in United Kingdom (U.K.).

The study assesses the extent to which ICT contributes to quality in learning science at key stage 3:
The author considers the meaning of quality in the content of science education and identifies some of

the indicators of quality.

Data were drawn from test, interviews and observations; the study examines how ICT affect pupils

understanding, their mental engagement and the context for learning. 117Key stage 3 pupils were used

as sample for the research. The researchers however came out with the following findings;

a. ICT offers particular opportunities to enhance learning by making more time available for

predicting and searching for explanations.

b. ICT allows pupils to work at their own speed.

c. Lessons need to be structured according to the possible outcomes that a specific application of ICT

allows in other to take full advantage of ICT.

BETTS, S. result suggested that ICT can enhance the quality of learning where its use is tailored to

lesson objectives and the needs of pupils. In conclusion, the author presents a model for the possible use

of ICT to increase the quality of learning in science;

Also, Huppert, J., et al., (2012). Computer simulation in the high school student cognitive stages science

process skills and academic achievement in microbiology.

Huppert in the study investigates the impact of a biology simulation "the growth curve of

microorganism' on high school students' academic achievement and their science process skills.

The study focuses on the relations between academic achievement, mastery of process skills, gender and

cognitive stages.

The research however, shows that the achievement of students using the stimulation was higher than

those not using the stimulation, with girls achieving equally with boys. The stimulation was found to

benefit students with low reasoning abilities in particular, enabling them to cope with learning scientific

concepts and principles which requires high cognitive skill. A total of 181tenth grade pupils were

sample for this research. The researcher was able to conclude with the following findings. That;

1. Pupils in the stimulated learning environment exhibited complex and integrative reasoning.
 2. The simulation provided a self-paced, non-competitive learning environment which allowed girls

and boys to achieve equally.

3. The simulation allowed repetition of experiments which in turn aided understanding.

The most challenging aspect of the post industrial area is how to meet the demand of the information

society that modern man is trying to build. The role of education in developing modern society cannot

be over emphasized. In fact, society and education are highly interdependent. As society changes, the

educational system have to change according to (Westra and sleep, 2016).

Numerous researchers have carried out research on ICTs and secondary education.

However, the research works of Nwachukwu prince Ololube (2016), the secondary schools in Nigeria

and The Journal of information technology impact vol 6, no,2, and pp l0l-118 will be reviewed.

The research sets out to identify and evaluate the relevant strategies professional and non-professional

ICT instructional material utilization competencies play in stimulating student' academic achievement

during and after instruction in secondary schools. To achieve the purpose of his study, he employed

several statistical procedures such as a four point Likert-type scale. The research questionnaire was

divided into two sections. Section A and B.

Section "A" of the research questionnaire describe respondents' background information, these include:

gender, age, status, subject's taught, academic qualification, professional qualification and length of

service. While section "B" comprised of possible ICT instructional material utilization competencies.

The research population used for the study was drawn from Rivers state (accessible) of Nigeria. The

population comprises of ten (10) principals which is 3.3%, two hundred and seventy (270) subject heads

and teachers which is 90% from ten (10) randomly selected secondary schools, as well as twenty (20)

supervisors from the ministry of education and post primary school board. Out of the total number of

respondents 76(which is 25.3%) were academically qualified, while 224 (that is, 74.7%) were

professionally qualified. He uses several sets of statistical analyses such as S.P.S.S. Version 11.5 of a

computer software; mean and standard deviation, ANOVA, T-test of significance and cross tabulation
(N-300). One-way analysis of variance (ANOVA) was employed to test the relationship between

variables and respondent's background and information. He tested the reliability of the research

instrument used with crookbach alpha coefficient and a reliability Coefficient of 0.91 was obtained; His

result shows that varieties of techniques are needed for teachers to effectively utilized ICT instructional

material in the teaching and learning processes. Also, they were significant differences between

academically qualified teachers and professionally qualified teachers in all the variables.

Finally, cross tabulation was employed to test the degree of agreement and disagreement; 77.7%

of the respondents agree that professionally qualified teachers are prone to effectively select, operate and

apply the use of ICT instructional materials in the classroom environment compared to 22.3% of their

Counterparts who are academically qualified. In support of the result of his study, Abdal-Haqq (2005),

Baker, et al (2015), and Lancaster (2009) also indicated in their research that teachers who are

professionally trained demonstrate a sound understanding of information and communication technology

(ICT) operations and concepts, use productivity tools to enhance professional tasks such as

correspondence, assessment, classroom materials, presentation etc.

Teachers like any other professional workers need essential tools to do their work most excellently.

Certainly, it is true that the central figures in any learning situation are always the students and the

teachers but it is equally true that learning may be greatly enhanced by the utilization of the many

resources available in the school and through various school agencies. Nevertheless, teacher's planning

of effective learning activities will be easier, less time consuming and often vastly expanded in potential

scope when teachers know precisely what type of ICT materials are available to them and when to draw

upon them regularly to affect their teaching ability (Brown, Lewis and Harcleroad, 1999. p.47)

A lot of researchers have carried out research work on ICT impact on teacher and pedagogy. The work

of Wetzel, D.R., (2011). A model for pedagogical and curricula. Transformation for the integration of

technology in middle school science. His study investigates the factor that influenced five (5) middle

school science teachers as they implemented and integrated calculator-based laboratory (C.B.L) probe
-ware in the curriculum, the researcher made use of interviews/ questionnaires, anecdotal records and

observations of teachers. While the population sample comprises of five (5) middle school teachers in

United States. His study presents a holistic view of the influences on the level of teacher technical

proficiency with CBL probe ware, level of actual use during integration into curriculum, changes in

pedagogy, and changes in organizational culture. It also identities the contextual barriers to integration,

including training in the use of the technology and pedagogical support. The finding of his study shows

that 80% of participating teachers successfully integrated C.B.L. probe ware into their teaching. Also it

was found that there is barrier to the integration of CBL probe ware and such barriers includes; lack of

time for training, lack of CBL resources, lack of support by the school system.

2.7 THE ICT-BASED INSTRUCTION AND IMPROVE QUALITATIVE EDUCATION IN

NIGERIA

Researchers have commented immensely in the use of ICT- driven instructional aids in any educational

processes, that the use cannot be over-emphasized. Abujaber (2007) added that, the importance of

instructional materials for both teachers and students cannot be over emphasized. The use of ICT driven

instructional; aids is essential to support teaching and learning because other phenomena cannot be

easily expressed without the support of graphics maps, video pictures etc.

2.8 SUMMARY OF REVIEWED LITERATURE

According to Ibec (2019), the use of information and communication technology (ICT) is

becoming an integral part of Education in many parts of the globe. Nigeria is not left behind as ICT

gradually finds its ways to the Educational systems despite chronic limitations brought about by

economic disadvantages. Fundamentally, education is a discipline like any other; it is a branch of human

knowledge which is basically concerned with getting the young in the society prepared when they come

of age.

In Nigeria, science teaching at that various level still retains the old conservative approach and if

this situation would change, there is need for a diagnostic study.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter dealt with the methodology, sample and sampling technique, research instruments, the

population of the study, research design, and procedures for data collection.

3.1 Research design

This work was designed with the principles of experimentation and survey verifications. Basically the

design was a survey type that describes the state of ICT application within the framework of school

management systems. The main purpose of this study was to look at the effects of ICT facilities on

School management information system performance. Thus, the outlook of the design concentrates in on

the extent ICT influences the academic performance of schools; examine the extent of usage ICT

facilities in school, and which ICTs do teachers have access to in the schools and what is the frequency

of their access per week?

3.2 Area of the Study

The area of the study is Abubakar Tafawa Balewa University Bauchi in Bauchi local government area of

Bauchi state. Bauchi state is in northern Nigeria; its capital is the city of Bauchi. The state was formed in

1976 when the former northern-eastern state was broken up. Bauchi local government is the central of

the state where major activities are carried out. It occupies 3,687 km2 with the population of 493,810

(census, 2006).

3.3 The population of the study

Population refers to any group of people or object which are similar in one or more ways and which

form the subject of the study in a particular research.

The population of this research study is made up (100) person (both students, academic and non-

academic staff) from Abubakar Tafawa Balewa University, Bauchi.

3.4 Sample size

The sample size of this research study is made up of 100 Questionnaire from Abubakar Tafawa Balewa

University, in Bauchi metropolis.

3.5 Sampling technique

The sampling technique used for the study was simple random sampling procedure, in which every

element or subject of the population has an equal chance of being selected.

3.6 Research instruments

The instrument for the study was developed by the researcher based on established procedures in

literature. The instrument contained three sections.

Section A focused on the demographic information of the students, academic and non-academic staff.

Section B focused on the availability/access of ICT facilities.

Section C contained questions on the usability of these facilities in the school.

3.7 Methodology

Methodology is a guideline system in solving problem in respect to this research work? This help in

explaining, analyzing, the impact of the practical aspect of the study.

i. Instrumentation

This research study is descriptive in nature. This is because it is basic for all types of research

and help in assessing the situation by serving as prerequisite to making inference and

generalization (Osuala, 2011).

ii. Validation of instrument

In conducting research both primary and secondary sources of data were used.

Primary source: The first hand data collected for the purpose of this work includes personal interview

and questionnaires the questions are of the following types.

Choose form (Structures); the respondents are provided with options and answers to choose. Open

ended questions (unstructured): the respondent is provided with space and allowed to freely express

themselves.

Secondary source: The second hand data (data that have been collated and used are textbooks, internet,

journals, secondary schools’ websites, publications and published materials and other information that

are relevant to the objectives of the study.

iii. Data collection and statically tools to be used in data analysis.

Data collected for this research work were analyzed and presented using the descriptive statistical tools.

The tools used in the data presentation are Tables, Charts, percentage and Measures of central tendency/

dispersion

3.8 Procedures for data collection

The researcher visited the selected school to Administer questionnaires developed for the study. The 100

copies of the questionnaires will be administered on the respondents and be collected back on the spot.