ATTITUDE TO ICT, COMPETENCE, AND USE PATTERN OF UNIVESITY LECTURERS IN UGANDA

Richard Sebaggala1, Silvia Lubwama2, Hadard Arinaitwe3 & Isaac Musinguzi4

Abstract
The rapid development and use of Information and Communication Technologies (ICTs) in
Universities in developed countries has prompted Universities in developing world to
increasingly adopt these technologies. This is based on the expectation that the new ICT based
technologies and processes offer many means of improving teaching and learning. This study
based on random sample of academic staff selected at Uganda Christian University examined
the attitude to ICT, competence and use pattern. Selwyn-soh ICT Attitudinal Scale, Teacher
Educators ICT Competence Scale, ICT Use Checklist and a questionnaire were used as
instruments to collect the data. This paper sheds light on attitude to ICT, competence and use
patterns of academic staff. The findings indicate that lecturers have a positive attitude towards
ICT although the important factors that impact significantly on ICT use are low. Therefore efforts
to promote lecturer’s understanding of the benefits of ICTs in teaching and learning are
paramount.

Keywords: ICT, University, Attitude to ICT and Competence.

1Lecturer, Uganda Christian University

Department of Management and Entrepreneurship
P.O Box 4 Mukono, Uganda
Email: rsebaggala@ucu.ac.ug
2Lecturer, Uganda Christian University
Department of Management and Entrepreneurship
P.O Box 4 Mukono, Uganda
Email: slubwama@ucu.ac.ug
3Graduate Assistant, Ndejje University
Department of Economics and Management
P.O Box 7088 Kampala, Uganda
Email: hadardarinaitwe@gmail.com
4Assistant Lecturer, Ndejje University
Department of Economics and Management
P.O Box 7088 Kampala, Uganda
Email: isaacmusinguzi20@gmail.com
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1.0 Introduction
The rapid development and use of Information and Communication Technologies (ICTs) in
Universities in developed countries has prompted Universities in developing world to
increasingly adopt these technologies. This is based on the expectation that the new ICT based
technologies and processes offer many means of improving teaching and learning. According to
Jegede (2009), the impact of new ICT has significantly changed the speed of production, use
and distribution of knowledge. To foster classroom ICT integration, teachers have been
identified to be a major factor in fostering classroom integration (Jegede, 2008). Therefore,
research efforts in many countries have concentrated on teacher-related factors such as ICT
attitudes; self-efficacy, competence, etc (see Jagede, 2009; 2008).

In Uganda a wide range of ICT such as laptop, LCD projectors, as well as software like power
point and interactive courseware have been used to support teaching and learning. In many
Universities in Uganda, extra effort has been made to provide additional facilities like computer
laboratories, wireless internet connection and local area network to assist lecturers’ in their
teaching and professional tasks. Under normal circumstance, lecturers are expected to be very
receptive toward the adoption and implementation of ICT in education. However, evidence
from a number of studies show that there obstacles to the integration of these technologies
(see Bingimlas, 2009; Lau and Sim, 2008). Universities in Uganda have invested in ICT
infrastructure and it is expected that the lecturers are competent and effective in utilizing these
tools. The questions that need answers however, are all lecturers’ ready and making full use of
the ICT in the Universities? To what extent are lecturers utilizing ICT tools at the Universities,
What is the attitude of lecturers towards ICT and their ICT competences? Are there specific
factors that influence the lecturers’ attitude toward, competence and use of ICT? The study
aims to examine these issues.

Since, lectures are the core players to foster ICT classroom integration, the findings of the study
are very important in assisting actions in higher institutions to enhance ICT integration in

2
classroom and teachers competencies. In addition, the findings provide recommendations to
addresses obstacles to ICT use in higher institutions.
2.0 Literature Review
There is no doubt that ICT’s have transformed our world over the last few decades in various
facets of our daily lives. We see this in various ways and sectors of our economies; be it in the
industry, service sectors, and many other aspects of the global economy. Given these
transformational changes happened in the educational and learning sectors. Educational
institutions have recognized the widespread nature of ICT’s and are already making
adjustments to accommodate the changes that will inevitably arise from the use of ICT’s
(Mumtaz, 2009).

In particular ICT’s will play an immense role in the process of instruction and knowledge
impartment in the education sector. The process will take some time in the less developed
economies but there is little doubt that they will eventually have a significant part to play in
changing the way we impart knowledge in lecture rooms. It is now generally agreed that ICT’s
are important tools in the advancement of developing countries especially in the education
sector (Intaganko et al, 2008).

In terms of the educational instructional processes, we have been accustomed to the traditional
methods of learning in lecture rooms. With the onset of ICT’s, this is set to change and
information and communication technologies are starting to have an impact on the curriculum
(Rubanju, 2009). What we expect to see is lecturers using computers, peripherals, multi visual
aids in the lecture room setting and beyond while teaching students.

There is little doubt that the use of ICT’s in the lecture room has immense benefits for the
student, lecturer and the entire institution not to mention the learning experience itself.
Research over the last two decades has provided some evidence as to the positive effects
emanating from the use of ICT’s in the learning process of students (Mumtaz, 2000). In general,
the learning experience needs to prepare students for the challenges of post university life,

3
therefore a learning experience that negates the use of ICT’s will inevitably have failed the
students even before they have completed their studies (Bingimlass 2009).

Despite all the documented benefits of using ICT’s in the lecture room there are still barriers
and obstacles that are impeding their use on a more frequent and established basis. Mumtaz
(2009) points at three interlocking factors that affect the take up of ICT’s in the learning process
and these were; the institution, resources and the teacher. Universities may seem slow and
resistant to change given the multifaceted needs of ICT’s in the lecture room. This will be the
case if the institution lacks the time and resources to provide a supportive environment for
lecturers willing to take up ICT’s (Mumtaz, 2009). It is possible to affirm that lecturers are ICT
aware because the knowledge exists, the disposition, the use of the ICT’s in professional
activities, however it is the institution that that must work on redesigning the learning
processes, the vision of an effective inclusion of ICT’s in the curriculum and the training of its
lecturers in order to generate the desired skills and know how (Garzon, 2008). It is incumbent
upon educational institutions to show commitment to ICT’s development in the learning
environment by reconfiguring the processes and resources of the institution so that they
support the use of ICT’s in the lecture room.

Limited resources in educational institutions are serious impediments to the take up of ICT’s.
The lack of both hardware and software in the lecture room can seriously hamper what
lecturers are capable of delivering with ICT’s. Limited resources inevitably result in lack of
computer integration which directly leads to the lack of sufficient computer experience for both
pupils and teachers (Rosen & Weil, 1995, Winnans & Brown, 1992; Dupagne & Krendle, 1992;
Hadley & Sheingold, 1993; Mumtaz, 2009). Lecturers therefore need to be provided with
adequate facilities and appropriate training to be able to effectively utilize ICT’s in lecture
rooms.

The other barrier that restricts the take up of ICT’s in the lecture room is the lecturer and their
attitudes towards ICT’s. Despite critical technical support provided by the institution and the

4
presence of a positive attitude towards ICT’s by the institution management, the lecturer’s
mindset and beliefs are the most influential in the take up of ICT’s. In general terms, institutions
can go only so far to uplift the use of ICT’s; the actual use and take up depends largely on the
lecturers personal feelings, skills and attitudes to ICT’s (Mumtaz, 2009). These attitudinal biases
inevitably undermine the confidence and competence of lecturers in the take up of ICT’s in the
learning processes.

Nevertheless it is also important to point out that these barriers hindering the take up of ICT’s
do not work in isolation. These barriers are interconnected and will in one way or another
impact other factors. For instance the lack of time management may defeat the use of ICT’s
even if the resources required are adequate. The technical equipment may be available but the
lecturer may not have the time to use them. Previous studies have also found that the lack of
teacher training greatly reduces the integration of ICT’s into the learning process (Bingimlas,
2009). It could also be that the lack of resources undermines lecturer training programmes in
the use of ICT’s. We could also consider that lack of lecturer competence in the use of ICT’s
could be due to the lack of training, unavailability of hardware, inappropriate software, and
unreliable technical support among other factors.

Generally it is difficult to classify the barriers into groups and think about the barriers in entirely
separate and different categories; for as we have seen above there are complex
interrelationships among the barriers (Bingimlas, 2009). There needs to be a proper and deeper
understanding of the levels and the ways in which barriers prevent the take up of ICT’s. In effect
lecturers should be convinced of the relevance of ICT’s in the lecture room after which they
ought to be provided with both software and hardware. At this level lecturers should be
provided with technical support so as to foster the use of ICT’s in the learning environment.

The aim of this discourse is to uncover the reasons for the low levels of ICT use as a means of
instruction in our lecture rooms. There are many barriers that impede the uptake of ICT’s into
the learning environment. Some of the major barriers are the lack of institutional support,

5
access to resources and low confidence and skills levels of lecturers. To remedy the situation
we ought to consider providing the ICT resources (both software and hardware) to lecturers,
effective professional development of lecturers, time management and provision of technical
support among others as ways of overcoming the impediments to the successful take up of
ICT’s in the learning process (Bingimlas, 2009). No one component in itself is good enough to
produce the desired results however the presence of all components increases the chances of
proper integration of ICT in learning and teaching opportunities (Bingimlas, 2009).

The Survey of ICT and Education in Africa: Uganda Country Report, ICT Education in Uganda
(2007) concurs with many of the aforementioned issues. Principally it points out that fiscal
resource, human resource capacity, access to infrastructure, attitudes, learning content and the
policy framework are some of the factors constraining the rates of adoption and diffusion of
ICT’s in the education sector. The same report points out that issues that hinder the
dissemination of ICT’s in the learning environment are the same in both developing and the
developing countries, they only differ in terms of the magnitude and from which side of the
“digital divide” they are viewed from. What we infer from these reports is that the issue of ICT’s
adoption and diffusion – or the lack of it –in the education sector is a real and visible issue. Our
project therefore seeks to find out at a micro level why the use of ICT’s in the learning
environment has still not proliferated and what recommendations – if any – can be tabled to
significantly improve the present status quo. Our research on a local level will provide a
microcosm of the issues involved in the diffusion and use of ICT’s in the learning environment.

3.0 Research methodology

3.1 Research design
Literature review reveals that management research has been using case study as one of the
most frequently applied methodologies. This study therefore used a case study research
approach to answer the research questions. This is in line with the recommendations from Yin
(1994). The research method adopted in this study included a cross – sectional survey method
by means of questionnaires. A survey research design was used to select a sample of academic

6
staff from Uganda Christian University, Mukono. The method was chosen because the facts
and opinion generated from a survey represent selected population being researched, Bell
(1997).

3.2 Population of study

The study was designed to survey University academic employees of Uganda Christian
University including, both part time and full time academic staff. The Uganda Christian
University, Mukono campus employs 330 staff on full time and part time arrangement. The
study therefore; selected a representative sample from 330 academic staff employees. The
distribution of academic staff population across faculties is presented in table 1 below.
Table 1: Academic staff at Uganda Christian University by faculty

Faculty Number of lecturers

Business & administration 70
Education & Arts 54
Foundations 46
Health science 16
Law 28
Mass communication 13
Science and Technology 51
Social sciences 42
Theology 10
Total 330

3.3 Sample Size determination and selection

Selecting an appropriate sample size is a critical aspect in research with particular reference to
this study. The appropriate sample size was selected using the formula, developed by Yamane
(1967), where a confidence level of 95% will be considered as indicated below;

n = N__
1+ Ne2
Where n = Sample Size
N = Total Population
e = Confidence level

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Therefore,
330
n=
1  330(0.05 )
2

330
=
1.825
= 180 respondents
3.4 Sampling
Sampling is necessary because in a study of this nature, it is neither desirable nor possible to
cover all the entire population. Uganda Christian University Mukono campus has nine faculties
and from each faculty a sample of respondents was selected randomly. Therefore, this study
used stratified simple random sampling. The selection of study respondents was done by a
Probability Proportional to Size (PPS) sampling method. Probability proportional to size (PPS) is
a sampling technique for use with surveys or mini-surveys in which the probability of selecting a
sampling unit is proportional to the size of its population. It gives a probability (i.e., random,
representative) sample (Leedy, 1980; Leedy and Ormrod, 2001). In other words, the number of
respondents selected from each faculty was based on size of the academic employees in a
particular faculty. This was the most useful method when the sampling units vary considerably
in size because it assures that those in larger sections (like in business faculty) have the same
probability of getting into the sample as those in smaller faculties, and vice versa. This method
also facilitated planning for field work because a pre-determined number of respondents are
interviewed in each unit selected. The total number of employees in each faculty was a good
measure of size and this information was got from the Human Resource department of Uganda
Christian University. The number staff selected randomly from each faculty is shown in table 2
below.

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Table 2: Sample selection of staff by faculty

Number of Proportion to Number of staff

Faculties staff total size selected
Business & administration 70 0.21 38
Education & Arts 54 0.16 29
Foundations 46 0.14 25
Health science 16 0.05 9
Law 28 0.08 15
Mass communication 13 0.04 7
Science and Technology 51 0.15 28
Social sciences 42 0.13 23
Theology 10 0.03 5
Total 330 1.00 180

3.5 Methods of Data collection

The study used mainly primary data collected from the respondents. The use of questionnaire
was considered as an important method of collecting quantitative data. It was in recognition of
this fact that the questionnaire was designed to ensure that accurate data is captured. The
study used four research instruments namely Selwyn-soh ICT Attitudinal Scale, Teacher
Educators ICT Competence Scale, ICT Use Checklist and a questionnaire5.

A 5-point likert Selwyn scale was used to assess lectures attitudes towards ICT. The items were
grouped into five sub groups that reflect the underlying dimensions of attitude: Affective
dimension which assess whether the user may have fear, apprehension discomfort or
hesitation towards ICT; Perceived usefulness dimension which assesses whether the user finds
ICT to enhance work performance. Perceived behaviour assesses whether ICT is used regularly;
Perceived control dimension which assesses a person’s perceived ability to control computers
and Defense dimension which assesses whether a person have a defensive attitude against the
use of ICT (Jegede, 2009).

5
These instruments have been widely used in studies on attitudinal behaviors of teachers towards ICT,
competence level, confidence and use (see Jegede, 2009; 2008 and Intaganko et al; 2008)
9
The ICT competence scale had five point Likert item measured on scale of Not at all = 1, slightly
well =2, fairly well =3, well =4, very well =5. The ICT Use Checklist was used to assess the
aspects of Data processing, Word processing, Communication and Instruction. The
questionnaire was used to ask respondents their personal characteristics such as age, education
level, experience, gender and institutional factors to see which factors influence attitudes,
competence and use of ICT in Uganda Universities.

To improve the validity and reliability of the survey data, the survey instruments were pre-
tested prior to their administration. Instruments were sent to ICT professional and asked to
answer the questions and provide comments regarding the content and readability of the
survey instruments. After the pilot study, further refinements were made according to the
comments received to prepare the final instruments.
3.6 Data Processing and analysis
The survey instruments were properly coded for ease of electronic data processing prior to the
commencement of the fieldwork. Data collected was entered using Epidata software. After
data entry was complete, the data was edited and cleaned. This was done to ascertain and
ensure completeness, accuracy, uniformity, legibility and comprehensibility of the data
collected. Various data analysis methods/techniques were employed in order to describe
facts, detect patterns, develop explanations, and answer proposed research questions. The
analysis involved descriptive statistics, independent t tests and ANOVA using STATA statistical
software.
4.0 Research findings
4.1 Demographics of the Respondents
One hundred forty eight (148) academic staff responded to the questionnaire, representing a
response rate of 82%. The sample consisted of both female and male academic from Uganda
Christian University and was a reasonable representation of all University academic staff. The
results presented in table 3 shows that 53.1% of the respondents were male, while 46.9% were
female. The over representation of male respondents is expected since the population of male
academic staff in universities in Uganda is more for males than females. The majority of

10
academic staff ages (75%) are between 25 and 39 years representing a young generation of
university academic staff. In terms of employment status, 73.5% are part time staff and 26.5%
full time staff. In terms of experience, the majority of respondents (85%) had worked with
university for five and below years. This is expected because the university still young.
Table 3: Distribution of the household characteristics
Gender Freq. Percent
Male 78 53.1
Female 69 46.9
Total 147 100
Age category
20-29 58 39.5
30-39 57 38.8
40-49 18 12.2
50-64 12 9.5
Total 147 100
Employment status
Part time staff 108 73.5
Full time staff 39 26.5
Total 147 100
Experience
5 years and below 125 85
6-9 years 19 12.9
Above 10 years 3 2
Total 147 100
Education
Bachelor level 44 29.7
Master level 98 66.2
Doctorate level 5 3.4
Post doctorate 1 0.7
Total 147 100

4.2 Frequency of Computer Use

The frequency of computer use, figure 1 shows that 84.5% of the academic staff uses
computers every day in one way or another. This indicates how the use of the computer has
become important in our daily, personal, and professional life of academic staff.

11
Figure 1: Response on the frequency of computer use

Frequency of the Use of Computers in preparing lessons

In terms of computer use in preparing lessons, the results in figure 2 shows that more than 80%
of the academic staff use computer in preparing lessons on a daily basis.
Figure 2: Response on the frequency of Use of Computers in preparing lessons

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4.3 Ability with ICT applications
Academic staffs were asked to rate themselves in terms of their own skills on nine well-known
standard software applications (file navigation, word processing, spreadsheet, data base, email,
world web/internet, presentation software, and statistical analysis). The questions concerning
ability to use different applications were answered on a five point scale, ranging from 1 (‘Not at
all’, 2 ‘slightly well’, 3 (‘fairly well’), 4 (‘well’) and 5 ‘very well).

In general, the academic staff in our sample reported good skills with different applications (see
table 4). The highest abilities were with word processing and e-mail with which over 80%
academic staff reported being able to use them well. A slighter lower ability to use databases
and statistical analysis was reported. These results highlight the need for the academic staff to
develop competency in the use of statistical and database packages applications. These
applications are very important in supporting and enhancing academic staff’s potential to
conduct research and publish.
Table 4: Academic staff’s self-reported abilities with ICT applications
Ranking ICT Use Mean Std. Dev.
1 Word processing 4.39 0.94
2 Email 4.38 0.94
3 World Wide Web/internet 4.16 1.14
4 Spreadsheet 3.86 1.11
5 File navigation 3.78 1.40
6 Presentation programs 3.76 1.23
7 Data base 3.29 1.26
8 Statistical analysis 2.73 1.28

4.4 Professional use of ICT- performance of specific aspects

Because of the strength of the relationship between the professional use of ICT and ICT
competence it is important to understand in greater detail what comprises professional use of
ICT, and to consider how university academic staff can be encouraged to use ICT professionally.
13
The survey asked teachers to rate the frequency with which they use ICT to achieve seven
specific aspects relating to professional use of ICT, those being: Teaching and instruction
support; Classroom management; Communication; Personal development; Data processing;
Word processing; and Statistical analysis. Figure 3 below depicts the frequency levels of use
with these seven aspects of professional use of ICT.
Figure 3: Response on the frequency of Professional use of ICT

There is a large variance in how frequently ICT is used to achieve these tasks by academic
teaching staff. The most frequently undertaken task using ICT is word processing, which is done
by 48% of all respondents on daily basis. This is followed by personal development where 43%
of the academic teaching staff uses ICT for personal development on daily basis. The results
also show that less that 40% of academic teaching staff uses ICT for teaching and instruction
support, communication and classroom management on a weekly to daily basis. Furthermore,
the results show that ICT is least likely to be used in statistical analysis and data processing. This
result is consistent with earlier findings on lecturer’s ICT abilities in table 4 where it was found
out that lecturers have a slighter lower ability to use databases and statistical analysis.

14
4.5 Homogeneity of lecturers in relation to ICT competence and use pattern
This subsection of the analysis sets out to examine whether lecturers constitute a
homogeneous group in relation to ICT competence and use pattern. From the information
provided on the skills and knowledge and use pattern of each lecturer, ICT competence and use
patterns scores were calculated. ICT competence and use pattern scores were calculated by
computing an overall value for each respondent by adding the respondent’s values of the
corresponding variables that assessed ICT knowledge and skills and use pattern. A lower value
would refer to an overall ‘low competence’ and ‘low use pattern’ opinion, while a higher value
would refer to ‘higher competence’ and ‘high use pattern’ opinion respectively. The ICT
competence and use pattern score variables were examined to find out whether there were
statistical differences in ICT competence and use pattern based on gender, education,
experience and age group. An independent T-test was done for comparing two groups and one-
way analysis of variance (ANOVA) for more than two groups. A 5% level of significance was
used. The null hypothesis was that there is no difference in means between groups. Therefore,
a p-value less than 0.05 indicate a significant difference. Tables 5 present the results of the
analyses.

4.6 Gender
A t-test was used to test the statistical differences between the means ICT competence and use
pattern scores between males and females. The results in table 5 show no significant difference
between ICT competence and use pattern and gender.
Table 5: Differences in ICT competence and use pattern by gender
Scores Mean t-test p-value
Male Female
ICT competence 30.857 29.957 0.7815 0.4358
ICT use pattern 22.731 22.015 0.6884 0.4933

To investigate the relationship between lecturer’s ICT competence and use pattern and
education, experience and age group; the ANOVA tests were used to analyze the differences

15
 among three characteristics of respondents and their ICT competence and use pattern. The
results are presented in the table 6. The findings show that lecturer’s ICT competences were
not affected by their education level, teaching experience age bracket at 5% level of
significance. However, ICT use pattern was statistically significant with education and
experience, although at 10% level of significance.
Table 6: Summary of One-way ANOVA on education, experience and age group
Education
Source Sum of squares Df Mean square F p-value
ICT competence Between groups 253.09 3 84.36
Within groups 6742.60 143 47.15 1.79 0.1519
Total 6995.69 146 47.92
ICT use pattern Between groups 302.31 3 100.77
Within groups 5378.59 143 37.61 2.68 0.0493
Total 5680.90 146 38.91
Experience
ICT competence Between groups 119.08 2 59.54
Within groups 6784.11 143 47.44 1.26 0.288
Total 6903.19 145 47.61
ICT use pattern Between groups 226.63 2 113.31
Within groups 5323.70 143 37.23 3.04 0.0508
Total 5550.33 145 38.28
Age group
ICT competence Between groups 49.01 4 12.25
Within groups 6854.18 141 48.61 0.25 0.9080
Total 6903.19 145 47.61
ICT use pattern Between groups 78.62 4 19.66
Within groups 5558.26 141 39.42 0.50 0.7368
Total 5636.88 145 38.48

4.7 Training and ICT competence

This section takes a closer look at the measures related to professional development used in
the survey in order to gain a greater understanding of how training can be used to improve the
ICT knowledge and skill and lecturers. Lecturers were asked to indicate whether they had
undertaken professional development in any of nine areas of ICT; who had arranged the
training and whether it was effective. The seven areas were:
 Training in the use of computers / basic computer;
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  Word processing (e.g. MSWord);
 Spreadsheets (e.g. Excel);
 Presentation software (e.g. PowerPoint);
 Databases (e.g. Access);
 Training on how to integrate technology within the curriculum;
 Statistical analysis (e.g STATA, SPSS);
 Computer algebra (e.g Matlab); and
 Programming languages (e.g Java, C, C++)
Table 7 depicts the responses to the nine ICT areas on Training and ICT competence.
Table 7: Areas of ICT Training
Areas of ICT Undertaken training Arranged by the
(%) University (%)
Training in the use of computers / basic 82 35
computer
Word processing (e.g. MSWord) 85 37
Spreadsheets (e.g. Excel) 78 32
Presentation software (e.g. PowerPoint) 74 30
Databases (e.g. Access) 41 25
Training on how to integrate technology within 28 32
the curriculum
Statistical analysis (e.g STATA, SPSS); 35 25
Computer algebra (e.g Matlab); and 10 16
Programming languages (e.g Java, C, C++) 16 23

The results in table 7 show that the professional development most frequently undertaken
were training in the use of basic computers, word processing, spreadsheets and presentation
software, with over 70% of the lecturers having been on such trainings (82%, 85%, 78% and
74% respectively). Professional development in the areas of data bases, presentations,
integrating ICT within the curriculum and statistical analysis had been undertaken by between
41% and 28% of lecturers. Training in computer algebra and programming languages had been
carried out by the fewest number of lecturers (10% and 16% respectively). However, the results
show that less than 40% of these trainings are arranged by the university.

17
 4.8 The impact of training courses on ICT skills and knowledge
In order to determine the impact of training, the competence scores for each specific
application were analyzed by whether the teachers had undertaken training or not. The
statistical significance of the differences was tested by the independent t-test. The results are
presented in table 8,
Table 8: ICT Competence Scores vs. Training Received
Areas of ICT Average Average scores for t-test p-value
scores for lecturers who have
lecturers with undertaken training
no training
Training in the use of computers/basic 28 31 2.33 0.02
computer
Word processing (e.g. MSWord) 28 31 2.13 0.04
Spreadsheets (e.g. Excel) 28 31 2.20 0.03
Presentation software (e.g. PowerPoint) 27 32 4.15 0.00
Databases (e.g. Access) 29 33 3.98 0.00
Training on how to integrate technology 29 34 3.99 0.00
within the curriculum
Statistical analysis (e.g STATA, SPSS); 28 34 4.19 0.00
Computer algebra (e.g Matlab); and 30 35 2.44 0.02
Programming languages (e.g Java, C, C++) 29 35 4.38 0.00

It is evident that for the ICT applications shown in table 8, lecturers who have received training
in the application are significantly more likely to have a higher competence score for that
application than those who have had no training in that application.
4.9 Attitude to ICT
As a preliminary step, Attitude to ICT items were factor analyzed to reduce the variables to a
manageable number of components. To determine the optimal number of factors to extract
from 32 questions asked to assess academic staff’s attitude to ICT, a priori hypothesis criteria
was used. Unlike, Kaiser-Guttman rule of retaining "eigenvalues greater than one" and Scree
plots that are mostly used, A priori hypothesis suggests that the number of factors to be
extracted should be based on the previous research. The Jagede (2009) framework adopted in
this study suggests five underlying dimensions of attitude: Affective dimension; Perceived
usefulness dimension; Perceived behaviour; Perceived control; and Defensive dimension.

18
 Therefore, five factors were extracted. An accepted method of interpretation of factor loadings
was to regard as significant any variable with a loading of 0.4 or greater as associated with the
appropriate factor (see Mokhlis et al, 2008). Therefore, items with loading less than 0.4 were
omitted in the analysis.

Factor analysis was further used to assess the instrument’s construct validity. The Keiser-
Meyer-Olkin (KMO) measure of sampling adequacy test computed and equaled to 0.7220. The
KMO is a measure of sampling adequacy and is used for comparing the magnitudes of the
observed correlation coefficients to the magnitudes of the partial correlation coefficients. The
rule of the thumb is that a KMO index value should be greater than 0.5 for a satisfactory factor
analysis. Therefore, since KMO value of the Attitude scale is greater than 0.5 indicate that there
were sufficient items for each factor. Principal components factor analysis with Varimax
rotation was done to identify the nature and number of variables that explain the relationship
between items. The five factors identified are perceived usefulness, Affective dimension,
perceived control, defensive component and perceived behavior. Table 9 depicts the sorted
rotated factor loadings for the items.
Table 9: Factor Loadings for Attitude to ICT items
Factor Label Items Factor
loadings
1 Perceived I feel comfortable when l have to use a computer 0.7632
Usefulness I enjoy working with computers 0.7823
I can make the computer to do what l want it to do 0.7586
Computer is generally useful in relation to my personal work 0.8022
Computer is generally productive in relation to my personal work 0.6896
I like to spend a lot of time using a computer 0.4748
Using computer technology in the classroom make the subject 0.490
matter more interesting
2 Affective I hesitate to use a computer in case l look a fool 0.6657
component I need an experienced person nearby when I use a computer 0.7866
I hesitate to use a computer for fear of making mistakes l cannot 0.8823
correct
I am no good with Computers 0.6964
I feel hostile toward computers 0.7085
3 Perceived I can do advanced computer work 0.6367

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 control I have a lot of self-confidence when it comes to musing a computer 0.7358
I could probably teach myself most of the things l need to know 0.7367
about computers
When l have a problem with the computer, I will usually solve it 0.6840
myself
The challenge of using a computer is very appealing to me 0.4130
4 Defensive I am not the type to do well with computers 0.5484
component Computers are difficult to understand 0.4683
You have to be young to learn how to use a computer 0.6052
5 Perceived Anyone can use a computer 0.4063
behavior Computers are enjoyable 0.6957
If someone gives me a new computer to look at, lam sure l could get 0.4032
some programs to run

Table 10 presents the participants’ mean scores with the standard deviations of the five (5)
subscales. The participants scored the lowest on the perceived usefulness aspect (mean = 1.99)
followed by the perceived behaviour aspect (mean = 2.38). However, mean score for affective
component, defensive component and perceived control are well above the mid-point of the
scale (2.50) and this finding indicated that participants generally held a positive attitude
towards these aspects of attitude to ICT.
Table 10: Mean Scores and Standard Deviations
Factor Label N Mean Standard deviation
1 Perceived Usefulness 148 1.99 1.04
2 Affective component 148 4.33 1.17
3 Perceived control 148 2.52 1.28
4 Defensive component 148 3.88 1.32
5 Perceived behavior 148 2.38 1.30

5.0 Conclusions
Information and communication technologies (ICTs) offer numerous advantages that are
relevant in enriching the quality of teaching and learning in universities. However, they have
not been widely integrated into the teaching and learning process in universities. Although,
lecturers revealed higher abilities with word processing and e-mail, there is need for the
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academic staff to develop competency in the use of statistical and database packages
applications. These applications are very important in supporting and enhancing academic
staff’s potential to conduct research and publish. This implies that efforts to make lecturers
appreciate and learn ICTs skills higher order ICT applications are imperative. This will ensure
that academic staffs participate fully in the life of the contemporary University and to
accomplish their everyday task.

It is also evident that lecturers who have received training in ICT application are significantly
more likely to have a higher competence score for that ICT application than those who had no
training. This therefore means the University needs to invest resources to ensure that all
academic staffs have access to ICT trainings on various ICT programmes.

Results on attitude to ICT generally indicate that lecturers have a positive attitude towards ICT:
Affective-meaning they do not have fear, apprehension, discomfort or hesitation towards ICT.
Defensive-no defensive attitude against the use of ICT and perceived control-able to control
computers. However, important factors that impact significantly on ICT use (perceived
usefulness and perceived behavior) were low. This implies that efforts are need to promote
lecturers understanding of the benefits of ICTs in teaching and learning, if ICT integration is to
have a lasting impact on teaching and learning in universities.

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