CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS

This chapter deals with the presentation, analysis, interpretation of data collected from the field research

and discussion of findings on the impact of Information and Communication Technology (ICT) on the

school management information system of Abubakar Tafawa Balewa University Bauchi, Bauchi State.

4.1 Data Presentation, Analysis and Interpretation

A total of 450 copies of the questionnaire were taken to the field and administered to the respondents

and 450 or 100% were returned without damage or lost. The presentation, analysis and interpretation of

data were organized around the research questions and research hypotheses. The data obtained from the

field through the use of questionnaire were presented, analyzed and interpreted. Means and standard

deviations were used to answer the research questions. A cut-off point of 2.50 was used for decision

making. Any mean scores of 2.50 and above was accepted as having the desired impact while mean

scores below 2.50 was rejected as not having the desired impact. The research hypotheses were tested

using chi-square X2 test of goodness of fit at 0.05 level of significance.

4.1.1 Analysis of Research Questions

This section analyses the research questions, tested the research hypothesis and interpreted it as
presented below:
Research Question One:
How does ICT impact on infrastructures in School Management Information System?
The data that provide answer to the above research question are presented on Table 1.
Table 1: Perceived Opinions of students on the Impact of ICT on Infrastructures in ATBU,
Bauchi

Item Item Description SA A D SD X STD Decision

No
1 ICT infrastructures are essential in 256 168 12 14 3.48 0.70 Accepted
education
2 ICT infrastructures create a link in 305 125 12 8 3.62 0.63 Accepted
the management of education
3 Computer and internet-ready 279 137 24 10 3.52 0.70 Accepted
 infrastructures is existence in
education
4 Computer and ICT driven software 207 186 38 19 3.29 0.79 Accepted
will aid adequate and effective
management in learning
Cluster Mean/Standard 3.48 0.71 Accepted
Deviation
Data on Table 1 showed that the means rating for items 1-4 were 3.48, 3.62, 3.52 and 3.29

respectively with their corresponding standard deviations of 0.70, 0.63. 0.70 and 0.79. All the mean

ratings are above the cut-off point of 2.50. This means that the respondents had agreed that ICT

infrastructures are essential in education. ICT infrastructures create a link in the management of

education. They also agreed that computer and internet-ready infrastructures is existence in distance

education and that computer and ICT driven software will aid adequate and effective management in

learning. The cluster mean of 3.48 with the standard deviation of 0.71 was also found to be above the

cut-off point of 2.50. This implies that ICT impact on infrastructures in School Management Information

System.

Research Question Two

To what extent does ICT impact on record keeping in School Management Information System?

The data that provide answer to the research question are presented on table 2.

Table 2: Perceived Opinions of Learners on the Impact of ICT on Record Keeping in School
Management Information System?

Item Item Description SA A D SD X STD Decision

No
5 Record keeping is a relevant tasks 182 201 44 23 3.20 0.82 Accepted
in School Management Information
System
6 Record keeping aid effective 293 121 20 16 3.54 0.74 Accepted
documentation and good
administrative practice in any
institution
 7 ICT based record keeping helps the 216 203 18 13 3.38 0.70 Accepted
institution to be able to store data
and be able to retrieve it anytime,
anywhere.
8 Record keeping is essential both to 266 138 29 17 3.45 0.78 Accepted
the students, teachers and the
overall institution for
documentation
Cluster Mean/Standard 3.39 0.76 Accepted
Deviation

From the analysis of data as shown on Table 2, the mean ratings for items 5-8 were 3.20, 3.54,

3.38 and 3.45 respectively with their corresponding standard deviation of 0.82, 0.74, 0.70, and 0.78. All

the mean ratings are above the cut-off point of 2.50. This means that record keeping is a relevant task in

management of distance education. Record keeping aid effective documentation and good administrative

practice in any institution. Also that ICT based record keeping helps the institution to be able to store

data and be able to retrieve it anytime, anywhere and that record keeping is essential both to the

students, teachers and the overall institution for documentation. The cluster mean of 3.39 with the

standard deviations of 0.76 was also found to be above the cut-off point of 2.50. This implies that ICT

impact on record keeping in School Management Information System.

Research Question Three:

To what extent does ICT impact on pedagogy, and e-learning in School Management Information
System?

The data that provide answer to the research question three are presented on Table 3.

Table 3: Perceived Opinions of Learners on the Impact of ICT on Pedagogy, and E-learning
in school management information system.

Item Item Description SA A D SD X STD Decision

No
9 ICT can be useful in the 237 188 16 9 3.45 0.66 Accepted
enhancement of pedagogy and e-
learning
 10 ICT can simplify the learning and 188 188 16 9 3.35 0.63 Accepted
teaching methods
11 ICT is a very vital instrument in 193 221 25 11 3.30 0.69 Accepted
electronic learning
12 Using ICT can enhance and 195 204 29 22 3.27 0.79 Accepted
develop more skills and methods
in impacting knowledge e-
learning
Cluster Mean/Standard 3.34 0.69 Accepted
Deviation

Table 3 indicates that the mean ratings for items 9–12 were 3.45, 3.35, 3.30 and 3.27 with their

corresponding standard deviations of 0.66, 0.63, 0.69 and 0.79. All the mean ratings are above the cut-

off point of 2.50. This means that the respondents had agreed that ICT can be useful in the enhancement

of pedagogy and e-learning. ICT can simplify the learning and teaching methods. Also that school

finance is also used for staff training planning purpose. More so, ICT is a very vital instrument in

electronic learning and that using ICT can enhance and develop more skills and methods in impacting

knowledge e-learning. The cluster mean of 3.304 with the standard deviations of 0.69 was also found to

be above the cut-off point of 2.50. This implies that ICT impact on pedagogy, and e-learning in school

management information system.

Research Question Four:

How does ICT impact on communication in school management information system?

The data that provide answer to the research question four are presented on table 4.

Table 4: Perceived Opinions of Learners on the Impact of ICT on Communication in school

management information system

Item Item Description SA A D SD X STD Decision

No
13 ICT is very essential in 183 241 18 8 3.33 0.64 Accepted
developing a distance
education communication
channels.
 14 Communication is a ICT tool 219 209 14 8 3.42 0.64 Accepted
that is instrumental to both the
teacher and the learner in
distance education.
15 ICT can help the teacher and 210 200 26 14 3.32 0.78 Accepted
learner to effectively
communicate so as achieve
learning objectives
16 ICT can aid teachers to 251 139 40 20 3.38 0.83 Accepted
communicate with their
students irrespective of time,
place and location.
Cluster Mean/Standard 3.36 0.72 Accepted
Deviation
From the analysis of data shown on Table 4, the mean ratings for item 13-16 were 3.33, 3.42,

3.32 and 3.38 respectively with corresponding standard deviations of 0.64, 0.64, 0.78 and 0.83. All the

mean ratings are above the cut-off point of 2.50. This means that the respondents agreed that ICT is very

essential in developing a distance education communication channels. Communication is a ICT tool that

is instrumental to both the teacher and the learner in school management information system. Also that

ICT can help the teacher and learner to effectively communicate so as achieve learning objectives and

that ICT can aid teachers in distance education to communicate with their students irrespective of time,

place and location. The cluster mean of 3.36 with the standard deviations of 0.72 was also found to be

above the cut-off point of 2.50. This implies that ICT impact on communication in school management

information system.

Research Question Five:

How does Computer Assisted Instruction (CAI) Impact schools?

The data that provide answer to the research question four are presented on table 5.

Table 5: Perceived Opinions of Learners on the Impact of ICT on Computer Assisted Instruction
(CAI) in School Management Information System

Item Item Description SA A D SD X STD Decision

No
 17 Computer assisted instruction 188 217 26 19 3.28 0.76 Accepted
(CAI) is a vital tool in
classroom learning and e-
learning
18 Computer assisted instruction 211 209 20 10 3.38 0.68 Accepted
(CAI) will enable learner to
assimilate and understand
easily because of the user-
friendly interface learning
19 Computer assisted Instruction 199 241 7 3 3.41 0.56 Accepted
(CAI) can help teaching to be
easily managed, documented
and referenced learning
20 Computer assisted instruction 225 189 20 16 3.38 0.74 Accepted
(CAI) can give a better
interpretation of teaching
content using a better
interactive approach in e
learning
Cluster Mean/Standard 3.36 0.69 Accepted
Deviation
From the analysis of data shown on Table 5, the mean ratings for item 17-20 were 3.28, 3.38,

3.41 and 3.38 respectively with corresponding standard deviations of 0.76, 0.68, 0.56, 0.74 and 0.76. All

the mean ratings are above the cut-off point of 2.50. This means that the respondents agreed that

computer assisted instruction (CAI) is a vital tool in classroom learning and e-learning. Computer

assisted instruction (CAI) will enable learner to assimilate and understand easily because of the user-

friendly interface Distance learning. Also that computer assisted Instruction (CAI) can help teaching to

be easily managed, documented and referenced Distance learning and that computer assisted instruction

(CAI) can give a better interpretation of teaching content using a better interactive approach in learning.

The cluster mean of 3.36 with the standard deviations of 0.69 was also found to be above the cut-off

point of 2.50. This implies that ICT impact on communication in school management information

system.

4.1.2 Hypotheses Testing

In order to test the four hypotheses of this study, the chi-square (x 2) test of goodness of fit was used to

test the options of Learners at 0.05 level of significance and the results are presented on Tables 6 to 10

and the detailed analysis.

Research Hypothesis One:

ICT does not significantly impact on infrastructures in school management information system.

Table 6: Chi-square Test of the Impact of ICT on infrastructures in school management

information system
Opinions Observed Expected df Level X2-cal X2_tab Decision
frequency Frequency of sig
N0 impact 26(6%) 225(50%) 1 0.05 386.44 3.84

Impact 424(96%) 225(50%)

Rejected
Values in parentheses are percentages (X2 = 386.44, df = 1, p = 0.05>0.00)

Table 6 showed that, the descriptive statistics of percentages and the inferential statistics of chi-

square were used to test the impact of ICT on infrastructures in school management information system.

The results showed that 96% of the respondents agreed that ICT impact on infrastructures in school

management information system as against 6% respondents who disagreed.

Table 5 also showed that the chi-square calculated value of 386.44 was greater than the chi-

square table value of 3.84 checked at 0.05 level of significance and at 1degree of freedom. The

hypothesis was therefore rejected. This implies that ICT significantly impact on infrastructures in

ATBU, Bauchi.

Research Hypothesis Two

ICT does not significantly impact on record keeping in school management information system
Table 7: Chi-square Test of the Impact of ICT on Record Keeping in school management
information system.

Opinions Observed Expected df Level X2-cal X2_tab Decision

frequency Frequency of sig
N0 impact 46(10%) 225(50%) 1 0.05 288.93 3.84

Impact 404(90%) 225(50%)

Rejected

Values in parentheses are percentages (X2 = 288.93, df = 1, p = 0.05>0.00)

Table 7 showed that the descriptive statistics of percentages and the inferential statistics of chi-

square were used to test the impact of ICT on record keeping in School Management Information

System. The results showed that 90% of the respondents agreed that ICT impact on record keeping in

school management information system as against 10% respondents who disagreed.

The result also showed that the chi-square calculated value of 288.93 was greater than the chi-

square table value of 3.84 checked at 0.05 level of significance and at 1degree of freedom. The null

hypothesis was therefore rejected. This implies that ICT significantly impact on record keeping in

school management information system.

Research Hypothesis Three

ICT does not significantly impact on pedagogy and e-learning in school management information

system.

Table 8: Chi-square Test of the Impact of ICT on Pedagogy and E-learning in school management
information system

Opinions Observed Expected df Level X2-cal X2_tab Decision

frequency Frequency of sig
N0 impact 26(6%) 225(50%) 1 0.05 357.43 3.84
 Impact 424(94%) 225(50%) Rejected

Values in parentheses are percentages (X2 = 357.43, df = 1, p = 0.05>0.00)

Table 8 showed that the descriptive statistics of percentages and the inferential statistics of chi-

square were used to test the impact of ICT on pedagogy and e-learning in school management

information system. The results showed that 94% of the respondents agreed that ICT impact on

pedagogy and e-learning in school management information system as against 6% respondents who

disagreed.

Table 8 also showed that the chi-square calculated value of 357.43 was greater than the chi-

square table value of 3.84 checked at 0.05 level of significance and at 1degree of freedom. The

hypothesis was therefore rejected. This implies that ICT significantly impact on pedagogy and e-

learning in school management information system.

Research Hypothesis Four:

ICT does not significantly impact on communication in school management information system.

Table 9: Chi-square Test of the Impact of ICT on Communication in school management

information system.

Opinions Observed Expected df Level X2-cal X2_tab Decision

frequency Frequency of sig
N0 impact 26(6%) 225(50%) 1 0.05 352.52 3.84

Impact 424(94%) 225(50%) Rejected

Values in parentheses are percentages (X2 = 352.52, df = 1, p = 0.05>0.00)

Table 9 showed that the descriptive statistics of percentages and the inferential statistics of chi-

square were used to test the impact of ICT on communication in school management information
system. The results showed that 94% of the respondents agreed that ICT impact on communication in

school management information system as against 6% respondents who disagreed.

Table 9 also showed that the chi-square calculated value of 352.52 was greater than the chi-
square table value of 3.84 checked at 0.05 level of significance and at 1degree of freedom. The
hypothesis was therefore rejected. This implies that ICT significantly impact on communication in
school management information system.

Research Hypothesis Five:

Computer Assisted Instruction (CAI) does not significantly impact on school management information
system.

Table 10: Chi-square Test of the Impact of ICT on Computer Assisted Instruction (CAI) in school
management information system.

Opinions Observed Expected df Level X2-cal X2_tab Decision

frequency Frequency of sig
N0 impact 36(8%) 225(50%) 1 0.05 318.73 3.84

Impact 414(92%) 225(50%) Rejected

Values in parentheses are percentages (X2 = 318.73, df = 1, p = 0.05>0.00)

Table 10 showed that the descriptive statistics of percentages and the inferential statistics of chi-

square were used to test the impact of Computer Assisted Instruction (CAI) on school management

information system. The results showed that 92% of the respondents agreed that Computer Assisted

Instruction (CAI) impact on school management information system as against 8% respondents who

disagreed.

Table 10 also showed that the chi-square calculated value of 318.73 was greater than the chi-

square table value of 3.84 checked at 0.05 level of significance and at 1degree of freedom. The

hypothesis was therefore rejected. This implies that ICT significantly impact on Computer Assisted

Instruction (CAI) in school management information system.

4.2 Discussion of Findings

Based on the results of the analysis of the research questions and testing of the research

hypotheses of this study, the following findings are highlighted and discussed one after the other for

ease of understanding.

The first finding of this study revealed that ICT significantly impact on infrastructures in school

management information system. This finding is in agreement with views of Steven (2004) pointed out

that, provision of ICT facilities aids school administrators to convey to students and teachers a degree

to depth of the comprehension which would have been impossible to achieve through the spoken or

printed words alone. In another support to the finding, Tinio (2002) indicated that ICTs are a potentially

powerful tool for extending educational opportunities, both formal and non-formal, to previously

underserved constituencies scattered, and rural populations, groups traditionally excluded from

education due to cultural or social reasons such as ethnic minorities, girls and women, persons with

disabilities, and the elderly, as well as all others who for reasons of cost or because of time constraints

are unable to enroll on campus.

The second finding of the study revealed that ICT significantly impact on record keeping in

school management information system. This finding is collaborated with the opinion of Onuma (2017)

write that, in educational industry, just like either sectors, Information Technology (IT) focuses on

electronic generation, storage, retrieval, utilization and protection of information for future use. While

ICT revolves around different types of technologies use in collecting, processing and transmitting

information. With database as ICT tool, school administrators store, sorts and retrieve all types of

records or information for use. Examples, student admission, personnel records, student result etc. Also

in line with the finding, Bello (2005) articulates that before staff/teachers are allocated to a class, the

school head deputy would have reviewed staff qualifications and experiences in a particular subject area.
According to him, the school would not want to allocate a class to someone who is not qualified or lack

the knowledge of the subject matter. It is the records of information at his disposal that would assist the

school head. This record also enables teachers and parents to have a clear and complete picture of the

student’s progress with regards to attendance and achievement from test scores.

The third finding revealed that ICT significantly impact on pedagogy and e-learning in school

management information system. The finding agrees with the views of Bruner (2009) who considers that

the way in which teachers adopt an understanding of children’s minds is a prerequisite to any change in

pedagogical practice. His view is that there are four dominant models of learners’ minds that need to be

understood: children as imitative learners, children as learning from didactic exposure, viewing children

as thinkers and children as managers of their own knowledge.

The fourth finding of this study revealed that that ICT significantly impact on communication

in school management information system. This finding agrees with the views of Onuma (2005)

pointed out that in the school situation, ICT is utilizing to enhance effective communication. It is so far

the best educational technology medium for passing information. Also in consonance with the findings,

Akawu (2010) affirmed the above assertion when he stated that, “The improvisation and introduction of

hardware and software information gadgets in educational system is a great concept aimed at boosting

the growth of our educational system in order to meet the standard of global education policy of the 21 st

Century.

The fifth finding revealed that ICT significantly impact on Computer Assisted Instruction (CAI)

in school management information system. This finding is in agreement with the opinions of the

researcher that there are many advantages to using computers in educational instruction. They provide

one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and

allow students to proceed at their own pace. Computers are particularly useful in subjects that require
drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to

individual students. A computer program can be used diagnostically, and, once a student’s problem has

been identified, it can then focus on the problem area. Finally, because of the privacy and individual

attention afforded by a computer, some students are relieved of the embarrassment of giving an

incorrect answer publicly or of going more slowly through lessons than other classmates.
 CHAPTER FIVE

SUMMARY, CONCLUSION, RECOMMENDATIONS, AND SUGGESTIONS FOR FURTHER

STUDIES

This chapter deals with the summary of this study, conclusion, recommendations, limitations, and

suggestions for further studies.

5.1 Summary

The study was undertaken to investigate the impact of Information and Communication

Technology (ICT) on the school management information system with Abubakar Tafawa Balewa

University as a case study. Five research questions and five hypotheses guided the study. The literature

was reviewed under conceptual/theoretical framework, empirical studies and summary which identified

the impact of Information and Communication Technology (ICT) on the management of school

management information system. Descriptive survey design was adopted for the study. The population

of the study comprised 2,980 Learners, from various departments of the school. 450 students out of 2980

were used as sample for the study. A 20-item structured four-point rating scale questionnaire developed

by the researcher titled ''The Impact of ICT in School Management Information System (ICTSMIS). was

used for collection of data for the study. The questionnaire was pilot tested which proved to be reliable

as it yielded a value of 0.88. Data obtained from field study were then analyzed using descriptive and

inferential statistics. Means and standard deviations were used to answer the four research questions

while, the chi-square (x2) test of goodness of-fit was used to test the five hypotheses at 0.05 level of

significance.

The findings of the study were as follows:

i. ICT significantly impact on infrastructures in school management information system.

ii. ICT significantly impact on record keeping in school management information system.
iii. ICT significantly impact on pedagogy and e-learning in school management information system.

iv. ICT significantly impact on communication in school management information system

v. ICT significantly impact on Computer Assisted Instruction (CAI) in school management

information system.

5.2 Conclusion

Based on the findings of this study, it was concluded that ICT significantly impact on

infrastructures, record keeping, pedagogy and e-learning, communication and Computer Assisted

Instruction (CAI) in school management information system.

5.3 Recommendations

Based on the findings of the study, the following recommendations were made:

i. Appropriate school authorities of Abubakar Tafawa Balewa University Bauchi and in the

Diaspora should enable to make adequate provision of ICT infrastructure such as computer

networking, telephones, interactive video, multi-media and satellite computer/internet. This will

aid school administrators to convey to students and teachers a degree of depth of the

comprehension which would have been impossible to achieve through the spoken or printed

words alone.

ii. There should be application of ICT in record keeping to promote effective administration in the

school management information system Thus, School administrators should take the keeping of

records very serious as ICT revolve around different types of technologies used in collecting,

processing and transmitting information. There is the need for school administrators to store,

sorts and retrieve all types of records or information for use such as student admission, personnel

records, and student result.

 iii. School administrators should make adequate provision and use of ICT gadgets in pedagogy and

e-learning in school management information system very paramount. This is because, teaching

and learning is more effective in modern days when ICT gadgets are used in teaching.

iv. Effective communication which entails sending and receiving of information can only be made

possible if ICT gadgets like computers, telephones, interactive video, multi-media and satellite

computer/internet are adequately provided and used by school administrators in the school

management information system.

v. Adequate computers should be provided and used in distance education learning so as to facilitate

and improve instruction. This is because Computer Assisted Instruction (CAI) programs use

tutorials, drill and practice, simulation, and problem solving approaches to present topics, and

they test the student's understanding.

5.4 Limitations of the Study

The major limitation of this study was the difficulty encountered during data collection

from sampled students in the study area. Most of the learners were not easily assessable to

respond to the questionnaire.

5.4 Suggestions for Further Studies

Based on the above findings of this study and recommendations, the following suggestions are

made for further studies;

i. A study should be undertaken on the relationship between Information and Communication

Technology (ICT) and effective performance of school management information system.
ii. A replicate of the present study should be undertaken to cover other variables of Information
and Communication Technology (ICT) so as to get a better generalized view on the topic of
investigated.
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APPENDIX 1
Department of Management & Information Technology
Faculty of Management Science,
ATBU, Bauchi,
Bauchi.
15th August, 2021

Dear respondents,

INTRODUCTION LETTER
I am an undergraduate student of the above named university presently undertaking a study on the “the
impact of ICT in school management information system"
kindly complete the questionnaire and return to The Researcher (Me), and please feel free to express
your opinion, as individual responses will be kept in utmost confidentiality and will not be identified
with opinions expressed as they are purely for research purpose.

Thank You.

yours faithfully,
Write your name here!

The Impact of ICT in School Management Information System

in ATBU Bauchi, Bauchi State
SECTION A: GENERAL INFORMATION
Please tick [√] as applicable to you
1. Name of study department: .........................................................

SECTION ''B''
INSTRUCTION: You are required to tick (√) Strongly Agree (SA) Agree (A) Disagree (D) and
Strongly Disagree (SD) with the statement provided below:
Ite Item Description SA A D SD
m
No.
ICT and Infrastructures in School Management
Information System
1 ICT infrastructures are essential in education
2 ICT infrastructures create a link in the management of
education
3 Computer and internet-ready infrastructures is existence
in education
4 Computer and ICT driven software will aid adequate and
effective management in learning
ICT and Record Keeping in School Management
Information System
5 Record keeping is a relevant tasks in management of
School Management Information System
6 Record keeping aid effective documentation and good
administrative practice in any institution
7 ICT based record keeping helps the institution to be able
to store data and be able to retrieve it anytime, anywhere.
8 Record keeping is essential both to the students, teachers
and the overall institution for documentation
ICT and pedagogy and e-learning in School
Management Information System
9 ICT can be useful in the enhancement of pedagogy and e-
learning
10 ICT can simplify the learning and teaching methods
11 ICT is a very vital instrument in electronic learning
12 Using ICT can enhance and develop more skills and
methods in impacting knowledge e-learning
 ICT and communication in School Management
Information System
13 ICT is very essential in developing a distance education
communication channels.
14 Communication is a ICT tool that is instrumental to both
the teacher and the learner in School Management
Information System
15 ICT can help the teacher and learner to effectively
communicate so as achieve learning objectives
16 ICT can aid teachers in distance education to
communicate with their students irrespective of time,
place and location.

Computer assisted instruction (CAI) and School

Management Information System
17 Computer assisted instruction (CAI) is a vital tool in
classroom learning and e-learning
18 Computer assisted instruction (CAI) will enable learner to
assimilate and understand easily because of the user-
friendly interface School Management Information
System
19 Computer assisted Instruction (CAI) can help teaching to
be easily managed, documented and referenced School
Management Information System
20 Computer assisted instruction (CAI) can give a better
interpretation of teaching content using a better
interactive approach in School Management Information
System