TITLE PAGE

STRATEGIES FOR IMPROVING OTM STUDENTS

PERFORMANCE IN THE USE OF ICT FACILITIES
IN DELTA STATE POLYTECHNICS

BY

MBAH CHUKWUMA
DSPZ/SBS/13/40382

A PROJECT SUBMITTED TO THE DEPARTMENT OF

OFFICE TECHNOLOGY AND MANAGEMENT,
SCHOOL OF BUSINESS STUDIES, DELTA STATE
POLYTECHNIC, OZORO.

IN PARTIAL FULFILMENT OF THE REQUIREMENT

FOR THE AWARD OF NATIONAL DIPLOMA (ND)
IN OFFICE TECHNOLOGY AND MANAGEMENT.

SEPTEMBER, 2017.
i
 APPROVAL PAGE
This is to certify that this research was carried out under the supervision and is
adequate in scope and quality for the partial fulfilment of the requirement for the
award of National Diploma (ND) in Office Technology and Management.

______________________ _________________
Mr. Solomon I. Agholor Date
Project Supervisor

______________________ _________________
Dr. Robert A. Esene Date
Head of Department

______________________ _________________
Mr. Ukolobi O. Israel Date
Dean, School of Business Studies

______________________ _________________
External Examiner Date

ii
 CERTIFICATION
We the undersigned certified that, this project work was written by MBAH
CHUKWUMA DSPZ/SBS/13/40382 under our supervision in the Department of Office
Technology and Management.

______________________ _________________
Mr. Solomon I. Agholor Date
Project Supervisor

______________________ _________________
Dr. Robert A. Esene Date
Head of Department

______________________ _________________
Mr. Ukolobi O. Israel Date
Dean, School of Business Studies

______________________ _________________
External Examiner Date

iii
 DEDICATION
This project is dedicated to God Almighty for His grace, gift of
knowledge, good health, love and divine inspiration that God led to the
success of this work.

iv
 ACKNOWLEDGEMENT
I must first express my profound gratitude to God Almighty who granted me good
health throughout the process of Writing -this research Work. I am grateful to my
project supervisor Mr. Solomon Agholor for his patience, guidance, correction and
suggestions in spite of all other commitments he was engaged in.

My profound gratitude goes to every member of my family especially my lovely

mother, brothers and sisters. I thank you so much for your sacrifices for my sake
having deprived yourselves much pleasure and struggle all day to make me go
through this programme successfully. My appreciation also goes to my friends Tega
Donself , Ify Ako, Oghenero, Goodness for their support and understanding. To you
all I say big Thank You!

I wish to extend my profound gratitude to all my eminent lecturers in the Department

of Office Technology and Management for giving me all the education that I needed
to ensure that I graduated as an educated fellow. I also wish to appreciate my friends
and all my classmates in Delta State Polytechnic, Ozoro and beyond.

v
 ABSTRACT
Information and communication technology has revolutionalized the entire world to a
global village with its information and computer skills. The major purpose of the study
was to evaluate strategies for improving Office Technology and Management
students' performance in polytechnics in Delta State for economic development. Three
research questions guided the study Survey research design was adopted. The study
was carried out in Office Technology and Management Departments in the two
polytechnics in Delta State. The Population comprised respondents made up of 19
lecturers and 111 National Diploma II students in OTM department. 115 copies out of
the 130 copies of questions were collected and analyzed using mean scores. The
findings showed among others that the strategies identified are good for improving
knowledge and skills in OT M students in the institutions studied but there are many
problems hindering them. Based on this, recommendations were made among which
the government and management of institutions should endeavour to ameliorate the
problems with the identified strategies.

vi
 Table of Contents
TITLE PAGE............................................................................................................i

APPROVAL PAGE....................................................................................................ii

CERTIFICATION.....................................................................................................iii

DEDICATION.........................................................................................................iv

ACKNOWLEDGEMENT.............................................................................................v

ABSTRACT.............................................................................................................vi

CHAPTER ONE INTRODUCTION..............................................................................1

Background to the Study.....................................................................................1

Statement of Problem.........................................................................................4

Purpose of the Study..........................................................................................5

Research Questions............................................................................................5

Significance of the Study.....................................................................................6

Scope of the Study.............................................................................................7

Definition of Terms.............................................................................................7

CHAPTER TWO REVIEW OF RELATED LITERATURE..................................................8

The Concept of Office Technology and Management (OTM)..................................8

Objectives of Office Technology and Management................................................9

Computer Competencies in OTM Curriculum.........................................................9

CHAPTER THREE METHODOLOGY.........................................................................22

Research Design...............................................................................................22

vii
 Population of the Study.....................................................................................22

Sample and Sampling Techniques......................................................................23

Instrument for Data Collection...........................................................................23

Method of Data Collection.................................................................................23

CHAPTER FOUR PRESENTATION AND ANALYSIS OF DATA......................................24

Discussion of Result..........................................................................................29

CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.....................30

Summary..........................................................................................................30

Conclusions......................................................................................................30

Recommendations............................................................................................31

REFERENCES........................................................................................................33

APPENDIX............................................................................................................36

QUESTIONNAIRE..................................................................................................37

viii
 CHAPTER ONE
INTRODUCTION

Background to the Study

Government, in order to implement the national policy on education, has emphasized
that modem educational technologies (new technologies) shall be increasingly used
and improved upon at all levels of the education system (FRN. 2004). In view of the
relevance of modem (new) technologies in the instructional process, Government has
promised to provide facilities and necessary infrastructure for the promotion of
information and communication technology (ICT) at all levels of education system
(FRN, 2004).
Remarkable improvements have taken place in every sphere of human activities in all
societies since the advent of new technologies. These improvements have been very
pronounced in the education sector, making teaching and learning more meaningful
(Amiaya. 2014). According to Nwosu and Ojo (2014), new technology in business
education are enabling for creating educational environments which both encourage
and require new behaviours in the business educators and the students. The
emergence of these new' technologies such as the internet, computers, interactive
multimedia systems digital telecommunication, among others have altered theoretical
and practical assumptions about the role of communication technologies in
development ( Nwosu 1999 cited in Nwosu and Ojo, 2014).
It was also said that the emergence of the new technologies in teaching and learning
has revolutionized the entire education system (Onyesorn 2014). Hence, Onyesom
and Utoware (2012) maintained that education generally has received the massive
penetrating influence of the new technologies and that it has impacted on the quality
1
and quantity of teaching. learning and research in the conventional and distance
education system. Today, the use of the new technologies in teaching and learning is
fast becoming a common feature in all fields of study because of it quantum benefits.
Teaching with the new technologies has become an important instructional tool to
enhance accessibility, efficiency and quality of teaching and learning by facilitating
access to resources and services as well as improve remote exchange and
collaboration. The new technologies in the education system have brought about a
shift from the traditional method of teaching and learning to more resourceful and
exciting method that could widen the learners access to information and knowledge
through the internet. Radio, television, computer among others. Njoku (2006) noted
that the school paradigm has shifted from school buildings. classrooms. teachers and
textbooks to infrastructure. ICT tools. Laboratories, internet resources. e-teaching
learning and multimedia materials.
Johnson (2009) defined new technologies as modern equipment useful in solving
problems. The author submitted further that business teachers would achieve the
goals of teaching if such modem technological teaching aids like electronic typewriter.
Computer, television sets, radio and recorder, projectors. to mention a few are
adequately available and utilized. Mofgan, Kamariah, Wong, Bahama and Foo (2009)
argued that every teacher is expected to use new technologies to enhance teaching
and learning of all subjects because they keep learners engaged during the lesson
and make them active participants in the instructional process.
Office Technology and Management (OTM) programme in Nigeria was designed by
the National Board for Technical Education (NBTE) to rt-place the Secretarial studies
programme. Office Technology and Management programme was designed to equip

2
students with modern skills in office technology and management and socio-
psychological work skill for employment in various fields of endeavour (NBTE. 2004).
According to Nwosu (2007), Office Technology and Management programme in
Nigeria include; office application, Office Technology, business and administration
management, numeric component, general studies and students industrial work
experience scheme (SIWES). Baba and Akarahu (2012) asserted that Office
Technology and Management programme is used as a comprehensive term referring
to aspects of the educational process involving, in addition to general education, the
study of technologies and related sciences and the acquisition of practical skills.
Attitudes, understanding a knowledge relating to occupations in various sectors of
economic and social life.
Students are expected to acquire the needed knowledge, skills and attitude in OTM in
accordance with National Board for Technical Education (NBTE) curriculum. In
agreement with this, Esu (2005) stated that this requires new strategies for
instructional delivery process, increased roles from stakeholders (teachers,
government, school administrators and communities) in providing more access to
information and experience through global networks and pools of knowledge.
Effective use of ICT in schools guarantees more access to information and experience
in the new era of globalization. Just as Salami (2013) puts it that the link between the
two is that utilization of modern ICT in education potentially enhances the
effectiveness and efficacy of teaching and therefore provides a nation with a pool of
well trained and skilled labour to meet the demand of both the public and private
sectors.
Ugwu and Qboegbulem (2011) stated that the new digital information and
communication technologies are not single technologies but combination of hardware,

3
software, media and delivery system. They encompass a great range of rapidly
evolving technologies such as desktop, notebook, and handled computers, digital
camera, local area networking, the internet and the World Wide Web, CD-Rom and
DVDS and applications such as word processors, spreadsheets, tutorials, simulations,
electronic mail (e-mail), digital libraries, video conferencing etc. It is through this
means that individual and organizations transact and interact.
Okolo (2008) supported this by stressing that students needed workshop facilities in
developing their skills like computer network knowledge, video conferencing,
computer security skills, website design skill' among others. Ndomi (2006) stressed
that vocational technical teachers are required to competently train students to
acquire relevant skills through the use of appropriate strategies or teaching methods
and utilization of needed workshop facilities in developing the students. Provision of
adequate workshop facilities would enhance the quality of practical skills
development.

Statement of Problem
Teaching and learning process is the most important steps in converting education
aims into practical' realities. It involves the teachers to look for the best ways of
imparting the right concept with the best strategies i.e. organization of instruction
process. Teachers serve as the bedrock in developing skills learners. According to
Ogbuanya and Usoro (2009), the teachers as the implementers of curriculum,
innovators and custodians of knowledge would always require appropriate training,
facilities, tools and motivation for effectiveness and technological advancement.
Indeed, improving knowledge and skills in OTM programme means that the teachers
should be skilled in the use of modem facilities (ICT tools) to enhance' their teaching
methods. Similarly, Nwaokolo (2010) noted that most lecturers do not use ICT
4
instructional facilities in teaching and learning because they do not have the needed
skills and dearth of the facilities to use, The teachers should be adequately trained
and regularly retrained to acquire the competencies and skills required for effective
use of ICT instructional-delivery.
Effective utilization can be possible with the provision of adequate ICT facilities and
infrastructures in OTM programme as Well as adequate funding of the programme by
the government, school administrators management and all stakeholders in education
system.

Purpose of the Study

The purpose of this study to develop strategies for improving knowledge and skills in
Office Technology and management using ICT in polytechnics in Delta State for
economy development. Specifically, the study intends to determine:
1. Strategies to be employed to improve students’ participation in laboratory's
practical skills in Office Technology and Management subjects in polytechnics in
Delta State.
2. The extent of the effective use of ICT facilities in teaching and learning in Office
Technology and Management in Polytechnic in Delta State.
3. Problems that hinder effective laboratory instructional delivery in Office
Technology and Management in Polytechnics Delta State.
4. Appropriate strategies for developing competent skills in students in Office
Technology and Management in Polytechnics in Delta State.

Research Questions
The following research questions guided the study:

5
i. What are the strategies to be employed to improve student’s participation in
laboratory's practical skills in Office Technology and Management subjects in
Polytechnics in Delta State?
ii. What is the extent of the effective use of ICT facilities in teaching and learning in
Office Technology and Management in Polytechnics in Delta State?
iii. What are the problems that hinder effective instructional delivery in Office
Technology and Management in Polytechnics in Delta State?
iv. What are the appropriate strategies for developing competent skills in students
in polytechnics in Delta State?

Significance of the Study

The outcome of this study will be beneficial to university business education students
OTM lecturers, polytechnic academic boards, universities business education
curriculum planners.
University business education students will benefit from the findings of this study
because it will identify the various areas of Computer competencies which a university
business education graduate should possess to be able to teach in polytechnic as an
OTM lecturer. This will enable those who aspire to become OTM lecturers to
adequately prepare themselves ahead of time and by so doing become more suitable
and attractive for the job when they graduate.
Similarly, the findings of this study will increase the awareness among OTM lecturers
on the specific areas of ICT in which they needed to acquire through In-service
training for effective teaching and learning in the ICT-driven classroom. This will
promote the production of more informed and technologically oriented graduates.
The outcome of this study will be beneficial to Academic Board in various Polytechnics
in Delta State as it will show the various areas of ICT in which their OTM lecturers are
suffering deficiency. This will enable them to mobilize their OTM lecturers for
appropriate in-service training.

6
Finally, the outcome of this study will also have relevance to university business
education curriculum planners as it will show the various areas of ICT in which a
Polytechnic OTM lecturer is expected to demonstrate competence. This will enable
them to plan business education curriculum to suit the present ICT innovations in
OTM programme so that graduates of university business education programme (as
OTM teacher preparation programme) will not have to seek another academic training
programme before they can fit into the job for which they have been supposedly
trained.

Scope of the Study

This study focused on finding out the strategies for improving knowledge and skills in
OTM programme through ICT in Polytechnics in Delta State. The study was delimited
to lecturers and students in OTM departments in Polytechnics in Delta State. In other
words, the study is limited to OTM lectures and students in Delta State Polytechnic,
Ozoro and Delta State Polytechnic Oghara did not include lecturers who peradventure
teach OTM students but themselves are not in OTM department.

Definition of Terms
 Competences: Those practical skills needed to perform specific tasks in office.
In this context, they refer to those practical skills which secretary supervisory
personnel need in order to be able to perform specific task in the office.
 Technology: The method used to get job done which involves the use of
complex electronic equipment in the work place.
 Information Technology: The use of information based technology in the
storage, processing, manipulation and retrieval of data in a modem day work
environment.

7
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviews the views of other authors as they relate to the current study.
They are reviewed under the Following headings; E
 Concept of Office Technology and Management.
 Computer competencies in OTM Curriculum
 ICT Office Application I (Word processing)
 ICT Office Application II (Spreadsheet and power point applications)
 Database Management System
 Desktop Publishing
 Webpage Design

The Concept of Office Technology and Management (OTM)

Office Technology and Management as a programme came into being as the new
nomenclature adopted for Secretarial Administration after an extensive review and
updating of the ND and HND curriculum and course specifications for business and
management programmes in polytechnics in Nigeria by NBTE; and UNESCO in their
effort to revitalize the technical and vocational education in the country. Adelakin
(2009) noted that OTM came into being mainly as a result of the change in curriculum
with more emphasis on information and communication technology and management
so as to enrich the knowledge of the student and equip them with necessary skills
needed in today’s office, He further noted that it is interesting to now placed more
than ever before on the practical aspect of teaching.
Nwabuona (2010) posited that the domain of OTM is information system
management and information system profession. It is a domain which relates the
functions of information system to the organizational structure to him. OTM focus on
8
combining office information technical skills with adequate and relevant business
knowledge in solving organizational problems. The target is hybrid administrative
professionals to respond to the demands of a dynamic and intensely computerized
work place.

Objectives of Office Technology and Management

According to NBTE (2004) OTM is designed to equip students with secretarial/office
skills for employment in various field of endeavour by exposing the students to_
courses in their special areas as well as courses in general education. In addition to
the acquisition of vocational skills in OTM students are equipped with effective work
competencies and socio-psychological work skills which are very essential in everyday
interaction with others.
The grand objectives of the programme is to equip students with secretarial skills for
employment as secretarial /office managers in various organizations. The programme
will provide terminal qualification as well as prepare ambitious students for further
academic pursuits. The programme is to provide the business world with highly skilled
knowledge workers who manage information effectively, equipped with a
comprehensive range of skills including managerial, technological and communication
skills (Adelakin, 2009).

Computer Competencies in OTM Curriculum

The curriculum of OTM is arranged into four broad areas namely: general education,
foundation courses, professional courses and Students’ Industrial Work Experience
Scheme (SlWES). The highlights of the curriculum are presented below:
The Curriculum Content: The content of the Office Technology and Management
curriculum is structured in modules. Each module is a body of knowledge and skills

9
capable of being used on its own or as a foundation or pre-requisites knowledge for a
more advance work. The modular approach reduces the dropout or wastage rate, as
completion of any skill module provide enough skill to enable the learner cam a living
if the individual is unable to continue in the main programme (Adelakin, 2009). The
ICT courses as contained in NBTE (2004) are grouped in cluster of word processing
application, spreadsheet application, power point presentation application, database
management system and web page design application.
Office Application I (Word Processing Competencies): This aspect of the
curriculum is designed to enable students understand the impact of information and
communication technology in the work place, develop their skills to work effectively
and efficiently on any window environment using word processing packages and to
apply key health and safety principles in the office.
Word processing involves computerized production of text-based documents such as
letters, memos, circulars and reports. Azuka (2007) defines it as the use of computer
to handle text and produce typed and/or printed documents. Word processor is a
name given to any software that can be used to produce quality documents like
letters, memos, and faxes and so on. Word processing software allows you to type a
letter, write and edit a research paper, create a flyer, publish a newsletter, and print
labels. It can be referred to software that replaces the various functions of manual
typewriter, Azuka (2007), posited that one significant difference between a traditional
typewriter and a computer with word processing software is that before printing onto
paper, you can (easily edit, re-edit, save and archive documents. Its inclusion in OTM
curriculum is designed to enable students understand' the impact of information and
communication technology in the work place, develop their skills to work effectively
and efficiently on any window environment using word processing packages. Okoye

10
(2010) remarked that with MS Word, a clean and quality typed document is obtained.
The ability of this software goes beyond keying in of text alone. With it, users can
create classic write-ups that include pictures embedding, special charts and customize
type fonts to mention but a few.
Therefore, OTM lecturers are required to demonstrate reasonable level of competence
to enable them implement the curriculum.
Azuka (2007) enumerated the following features of word processing which embrace
the relevant competencies needed for quality word processing.
Text Composition: Text can be entered into a new document by typing on a keyboard
or copying it from other documents. With newer voice-recognition software, you can
even speak into a microphone processor and have software turn spoken words into
text. Word includes a thesaurus to assist you in selecting words to use as you
compose message.
Insertion: Text insertion can be made easily to text displayed on the screen. To insert
new text within a document, the cursor is moved to the portion at which a new word,
sentence or paragraph is to be inserted. If you press a special “insert” key, it cause
the existing text to move over as you type the insertion, On some machine, the
existing text drops out of view altogether while you are making the insertion. On
other systems, the opposite is the case, for as you start typing something in the
middle of a section of existing text; it automatically moves the existing text over.
Following the insertion, the text is closed up with the word processor adjusting the
line lengths and spacing to integrate the additional text.
Delete: Most word processors are adapted at deleting. The deletion key may apply to
a single character, a complete word, a sentence or a whole block of text. It may be
applied immediately you identity the text you no longer require, simply be pressing

11
the appropriate delete key while the cursor is positioned over it. Alternatively, you
may first highlight the text you want deleted, so that it is displayed in a distinctive
way before you depress a key to execute your deletion command. After the deletion
has been done, spacing is adjusted automatically to close the surrounding text.
Automatic Wraparound: if a word contains more characters than can fit within the
right margin, the entire word automatically is wrapped around the screen and placed
at the beginning of the next line. This word wrap feature allows the operator to enter
text continuously, uninterrupted by either line feeds or carriage returns. At the end of
a line of keyboarding. the cursor automatically drops down to the next line; that Word
is automatically entered as the first Word on the next line.
Automatic Decimal Alignment Column Tabulation: Within many processing
programmes, automatic tabulation is available to align columns of text or numbers. A
special feature of many word processing packages is the automatic alignment of
numbers around decimal, and the capability for row and column arithmetic. For
example, a table of number appearing on the text can have row and column totals
generated to provide checks on arithmetic.
Automatic Pagination: A text can be, separated automatically into pages containing
the number of lines specified. Pages are numbered automatically on the screen. The
numbers appears at the top or bottom of the printed pages, or not at all, according to
the operator’s instructions.
Right Margin Justification: Justification describes the way words or data in a given
field line up. Left justification or alignment means that the entry begins at the position
farthest to the left of a document. Right justification aligns the word or data
beginning at the position farthest to the right. This control is used most commonly

12
with alphabetic data fields. The right margins of a document can be aligned
automatically as it is printed.
Text Editing: Once a first draft is created, you can easily add and delete characters.
With the cut-and paste feature, text blocks can be moved from one part of the
document and placed' in another location. Words, sentences, paragraphs and entire
pages of the text can be moved or copied anywhere within the document. The block
of text to be moved or copied is blocked and the cursor is placed at the location in the
document where the text is to appear. Then the appropriate keystrokes are entered
to instruct the programme to place the text at the location. The programme
automatically adjusts the surrounding text to make room for the new block of text.
Many word processing programmes can copy portions of a tile or even an entire file
from a disk to a document in memory. For example, standard letter heads and
salutation lines can be placed in a document file and copied as needed into new
documents. Further, word processors include spell-checking and grammar checking
features to help identify and fix writing errors.
Search: To find the spot where a particular word (or any series of characters) appears
in a document, the word processor will scan the text until it located the given word.
The text will scroll until the cursor hands of the word, or until it has searched the
whole document without finding it. If you want to locate a word in a large document,
you need to move manually from searching page to page. Use forward/backward
search commands to locate word quickly inside your document.
Global Search: The global search and replace feature searches and replaces any
phrase, word, up to a given length, to be highlighted Wherever it occurs in a
document and if required, to be replaced with something else. The word processor
searches through the document, character by character to find the indicated text.

13
Depending on the instruction the operator provides, the word processor either stops
at each indicated occurrence and allows the operator to change the wording or
automatically replaces the text with the requested change.
Headers and Footers: Block of text such as page headings that will appear every of
the document can be entered once and then copied automatically onto each
subsequent page. This feature commonly used to identify document pages and to
provide automatic page numbering. Some word processors can keep track of footnote
references and place them on the proper pages of the document. Word processors
provide users with capabilities for repeated printing of headers and footers on every
page of a document.
Spelling verification: Many word processing packages are supported with electronic
dictionaries and processing routines to allow automatic cheek for spelling errors. The
spelling checkers advance through the text and compare each word with the word list
stored in a dictionary. When differences are found, the word processor highlights the
unrecognized or unfamiliar word and allows the operator for selection, or if the word
is correct but does not appear in the dictionary, the operator can add it to the word
list.
Text Movement and Management: It is possible to move words/phrases, sentences,
paragraph, or a whole page from one location of your document to another within the
same document or into another document entirely. In word processing, you do not
need to delete text (group of lines) and later re-type them again especially when you
need them in a new location entirely. All you need do is move the text from its
original location to a new location where the text will be needed. With block off you
can move a sentence, a paragraph or a page while you block text, you can move
Block, Tabulation, Column, and Rectangle.

14
Applying Typography: Word processors can print text using any of thousands of
different typefaces, commonly called fonts. In addition to choosing different fonts for
text, you can modify the size, color, ease and style of the text.
Bold Face: If you want headings and subheadings to appear brighter than normal
character appearance you can embolden the selected text. To embolden an existing
text, block the text and press Ctrl and B keys.
Underline: To underline a word or a line or group of lines, type in the text. Highlight
the text to be underlined, and press Ctrl and U. To underline and existing text, first
block the text by pressing the Ctrl and use the movement keys to extend and
complete blocking, then press the U key to underline the blocked text.
Centralization: To centralize a word or a line or group of lines, press Ctrl and E keys
to place the cursor at the centre of the line and you then type in the text, You can
also block an existing text and press Ctrl and E keys.
Using Case: This refers to whether the text is displayed as small letters' (lower case),
capital letters (uppercase), or small caps (all letters are capitalized, in a type size
slightly smaller that of the surrounding text, but with the first letter of words that
would normally be capital larger, in the type size of the surrounding text).
Spacing: The amount of space between words, characters, and lines of text can be
modified as needed. Word processors can adjust to any measurement, such as 1,2
even up to 5 lines spacing between lines.
Line Formatting: By adjusting left and right margins, you can increase or decrease the
length of a line of text (from a readability standpoint, the ideal line length is
approximately forty characters). Further, you can create multiple columns ‘of text on
a page, such as is common in most newsletters.

15
Applying Styles: Another feature of word processors is styles, which consists of a
number of text or formatting specifications that can be automatically applied anytime
it is needed. For example, you might create a style called Main Heading, consisting:
Helvetica, 18 point, boldface, italics and centered
Using Reference Tools: Selected words can be electronically coded for inclusion in a
table of content or index, and the table of content or index can then be automatically
created. Footnotes and endnotes can be created in a similar manner.
Working with Tables: The tables feature is used for placing text elements in columns
and rows, separated by horizontal and vertical lines. Financial information, sales
information, telephone lists and any other similar data can be quickly and effectively
organized with the tables feature.
Working with Graphics: Word processing systems permit the addition of various types
of graphics, such as bar charts, line charts, clip an, and photographs. Communication
can often be greatly enhanced by a combination of text and graphic, instead of just
text alone. For example, the last two years. quarterly sales figures are much easier to
read and compare in a bar chart than in written text.
Getting Output: In addition to printing word-processed documents in paper form,
either in color or black and white, these documents can also be output as electronic
documents and placed on the internet as web documents. The process of creating
internet documents with word processing software consists of creating the text and
graphics in the usual manner and then using the software’s web features to convert
the document to a web compatible format.
Office Application II (Electronic Spreadsheet Competencies): Spreadsheet is
a group name for software that is used for financial management and calculation. it
consists of columns that divide the screen vertically and rows which stretch across

16
horizontally. The intersection of the rows and columns give rise to what is called cells.
They are used in a wide range of business situations such as, forecasting, cash flow
analysis, budgeting, financial statement preparation, scenario analysis etc.
In addition, spreadsheets contain various menu-based commands used for file
manipulation, printing, formatting of details etc. Also, built-in functions are available
to perform various financial mathematical and statistical computations. Microsoft Excel
is an example of and the most widely used spreadsheet package. Other spreadsheet
programs include lotus, Lucid. Quattro Pro and so on. Adiwe (2006) defines Microsoft
Excel as a spreadsheet family with grid rows and columns use to produce financial
projection and reports. It is a proprietary commercial spreadsheet application written
and distributed by Microsoft. In an Excel package, each cell sits on a eell and the user
can define what type of data I in each cell and how different cells depend on one
another. MS Excel can be used in budget preparation, speedy production of financial
statements and graphical representation of data or fact. Beta Computers (2011)
enumerated the features of MS Excel which include:
 Information can easily be inserted or deleted in columns and rows.
 It is possible to copy or move information from one row to another.
 Worksheets can be moved horizontally and vertically to View any desired section
of the Worksheet.
 Cells contents can be defined using formula and there is automatic recalculation
of such formula whenever the data in the affected cells are altered.
 There is a GOTO function key, which enables the users to move to specific cell.
Microsoft Excel features calculation, graphing tools, pivot tables, and has the basic
features of all spreadsheets using a grid of cells arranged in numbered rows and
letter named Column to organize data manipulations like arithmetic operation. It

17
enables users to easily display information and people can insert formulas to work
with the data. According to NBTE (2004), with MS Excel, students are equipped with
strong skills to effectively and efficiently work using a computer-based spreadsheet.
Power Point Presentation Competencies
This aspect of OTM curriculum is designed to equip students with strong skills to
effectively and efficiently work using a computer-based visual aid presentation
applications e.g. Ms Power Point. Microsoft Power Point is a presentation package. It
is designed to help users organize, illustrate, and present information to classroom,
conference, and other audiences. It is highly versatile tool for teachers and
presenters, (Beta Computers, 2011). Ohakwe (2008) explained that power point is
software that enables user to create a powerful presentation to his audience. It allows
the user to include formatted text, graphics, pictures, sound and animation in the
presentation. Similarly, Ndukwe (2005) posited that presentation created with power
point can add audio and visual effects, making them look professional or flashy to
meet high standard of presentation.
Database Management System Competencies
The inclusion of database management system in OTM curriculum is intended to
enable students acquire in-depth knowledge of office information system with
particular emphasis on, file creation, storage, management and manipulation. It is
also intended to generate management reports using modern computer software
application system. Database; management system refers to a collection of programs
that enables. The creation and manipulation of databases. According to Informatics
(2006) database management system is a program that enables creating a
computerized database; add, change, delete and sort data from the database.
Database management is a skill that organizes collection o1` data for one or more

18
purposes, usually in digital form. It refers also to the way its users view it, (measured
in terms of accuracy, availability, usability and resilience). The utilization of database
is now spread to such a wide degree that virtually every technology and product relies
on databases and DBMS for its development and commercialization. Examples of
database management system are Oracle, FoxBASE, Microsoft Access and so on.
In this application program, it is required that business educators (OTM lecturers)
should be able to equip the students with database management competencies such
as: definition and importance of database management system; explain database,
tables, fields and primary keys; meaning of database management system; describes
types of files and identify file organization methods; displaying DBM toolbars and
make use of the various menu command; creating new database using database
wizards; creating and open a table in a datasheet view; illustrating how table
structure could be changed or improved; how to apply DTBS data types;
demonstrating formats of entering Data and Time and organizing DTB etc.
Oduma (2010) noted that business education graduates should possess competence
in the use of database packages especially MS Access. He defined Access as a
program that enables organization to easily create, share and maintain data and files
electronically. Lawrence (2010) noted that MS Access is among the database
application being used in offices, banks and companies. With database management
system like MS Access security of information against unauthorized users highly
guarantee. In addition, database integrity is maintained i.e. ensuring that no two
users are able to update the same record at the same time as well as preventing
duplicate entries such as two employees being give the same employee number
(Okwudili & Anigbogu, 2010).
Desktop Publishing Competencies

19
The presence of desktop publishing in OTM curriculums designed to enable students
to develop their skills using publication software in the office. It exposes students to
the differences between and importance of a word processor and desktop publishing
in the office.
According to Azuka (2012), desktop publishing is the act of using software on a
personal computer to combine mixed-media element such as text, photos, or charts
into printable documents. It is the ability to arrange text and graphics in such a way
to effectively communicate ideas create documents such as posters, greeting cards,
newsletters, and brochure. Unlike word processing applications, desktop publishing
software permits users to modify multiple elements within a document via master
pages. In the view of Muter (2003) MS Publisher can help create sophisticated
publication using a mixture of graphics and text.
Desktop publishing software and word processing software are designed to work with
documents of one form or another. While word processing software primarily
intended to help compose documents desktop publishing software is primarily
intended to help finish those documents by combining graphics and text and
preparing them for publication. In the view of Negron (2007) desktop publishing
software like MS Publisher is more flexible in the text, graphics and even tables since
all are independent elements. He noted further that all that is required is precisely
manoeuvring and positioning of these elements that enable complicated layout to be
achieve in a professional manner.
Web Page Design Competencies
This aspect of ICT application in OTM curriculum is designed to enables students to
understand the importance of designing web pages for modern offices, have full
command of a web design software application to improve business online

20
performance and understand the impact of using the internet for business and
commerce in the modern economy. Web page design involves use of computer
application program such as MS FrontPage to create and format a web as well as
hyperlinks. FrontPage is a member of Microsoft Office Suite with Hyper Text Mark-Up
Language (HTML) editor. It was designed to make it possible to easily create web
pages and sites. Web page can be created either by web wizard or web template.
Usually, it is best to create simple one page web and to add additional blank pages as
many as needed. The location of web is entered in the web box which will begin with
http://. In this design web can be previewed and copied to the server for viewing in
the www; Graphics and photos can be inserted or placed in the image folder. Other
features of webpage page design which constitute the competencies required to
create a web page also include using report view to identify broken hyperlinks for
correction and fixing large pages that take long time to load. Hyperlinks here are
commands in creating links option where text or graphics that can be clicked to bring
the user to another web file such as graphics. They are the essence of the World
Wide Web as they link pages within sites and web sites to other web sites.
Bookmarking is also a feature of web page design application. Bookmark option is
used to set text or graphics that can be linked to within a page. This method allows
visitors to a site to quickly access information by not having to scroll down to page to
view the information they want. FrontPage application also allows the insertion of
symbols and images setting of margins and creation of table. When table is created, it
can be resized, aligned and modified as required. It can also be fashioned with
colours and borders.

21
 CHAPTER THREE
METHODOLOGY
This chapter describes in details the design of the study, area of the study.
population, sample and sampling technique, method of data collection, validity of
instrument, reliability of instrument, method of data collection and method of data
analysis.

Research Design
This study utilized descriptive survey to find out the areas of strength and Weakness
of OTM lecturers in South-south Nigeria. The researcher chooses this method because
the views, opinions and responses of OTM lecturers in polytechnics will be sought in
this study.

Population of the Study

The population for this study covers all lecturers in OTM Departments across the
polytechnics in Delta State. The population of the study was comprised of nineteen
(19) lecturers and all students in OTM Departments in Delta State Polytechnics Ozoro
and Delta State Polytechnic Otafe Oghara as at 2011/2012 session. The distribution of
population of OTM lecturers in the polytechnics is indicated below:
Table 1: Distribution of Population of OTM lecturers by Institution
S/N Name of Institution No of OTM Lecturers
1 Delta State Polytechnic, Ozoro 10
2 Delta State Polytechnic, Otafe, Oghara 9
Total Population 19
Source: Field Study, 2017

22
Sample and Sampling Techniques
All lecturers in OTM Departments across the three polytechnics in were involved in
this study as a result of limited size of the population. Hence, there was no sampling
of OTM lecturers.

Instrument for Data Collection

The instrument for data collection was the researchers' developed questionnaire
titled: Strategy for Improving Knowledge and Skill (SIKS) which was used to collect
information from the respondents. lt was structured on 4-point rating scale of
Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). 130 copies
of the questionnaire were administered personally, but 115 copies were collected
after one week and analyzed.

Method of Data Collection

The questionnaire constructed was administered by the researcher with help of three
research assistants who are students the polytechnics. The use of these assistants
who are students OTM departments in their institutions helped immensely in reaching
the respondents and fast-tracking the administration and collection of the instrument.
The researcher was able to monitor the assistants adequately through the use
telephone calls.
Method of Data Analysis
In analyzing the data to be collected from the instrument administered, simple
percentage was used to analyze the responses from the data collected.
Decision Rule: Any item that is equal to or greater than 50% was “Accepted” while
any item that is less than 50% was “Rejected”.

23
 CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents the data collected and analyzed in the course of the study. The
data presented were based on the questionnaire return of 91 percent. The analysis
and presentation of data and results are ordered- in line with the research questions
raised in Chapter One.
Research Question 1: What are the strategies to be employed to improve students'
participation in lab practical skills in OTM courses in polytechnics in Delta State? The
data for answering the research question are presented in table 1.
Table I: Mean ratings of respondents on the strategies to be employed to improve
students' participation in lab practical skills in OTM courses in polytechnics in Delta
State.
S/No Strategies X Remark
1 Lecture should demonstrate in stages from simple to 3.28 Agree
complex.
2 Guided practice should be encouraged by supervising and 3.58 Agree
assessing students handling task(s).
3 Workshop training (ICT, office practice and keyboarding) 3.20 Agree
should be emphasized more on the learner grab as an
active participant while the lectures are guided.
4 Demonstration and project methods should be employed 3.18 Agree
besides lecture method.
5 Students should be exposed to real instructions before 3.27 Agree
embarking on any task.
6 Students should have access to practise within the school 3.45 Agree

24
 laboratories using available training/instructional facilities
before embarking on further training (IT, SIWES) outside
the school environment.
7 Beginning students should be trained using manually 3.36 Agree
operated facilities before proceeding on
automated/electronic facilities.
8 Demonstration strategy should be carried out at moderate 3.52 Agree
pace for students to learn skills and competencies better.
Source: Field Study, 2017
The data in table 1 showed that the respondents agreed that the strategies
represented by all the items could be adopted to improve students' participation in
practical skills in OTM courses in polytechnics. The data in the table revealed that the
eight (8) items had their mean value indicating that the adoption of the strategies
represented by the 8 items was important.
Research Question 2: What is the extent of the effective use of ICT facilities in
teaching and learning in OTM in polytechnics in Delta State?
Table 2: Mean ratings of responses of lecturers and students on the extent of
effective use of ICT facilities in OTM in polytechnics in Delta State?
S/No Strategies X Remark
1 Establishing ICT labs and provision of ICT facilities and 3.50 Agree
infrastructures.
2 Adequate equipping of ICT labs with internet ready 2.80 Agree
computers to enhance knowledge and skills delivery and
learning.
3 Organization of ICT training and retraining programmes 2.80 Agree

25
 for teachers and students.
4 Adequately subsidizing of teachers and students to own 2.85 Agree
PCS and laptops.
5 Encouraging and supporting teachers to p4.late in ICT 3.30 Agree
based refreshers courses.
6 Periodic organization of ICT capacity building programmes 3.40 Agree
for teachers and students.
7 Motivating the teachers with adequate incentives. 3.20 Agree
8 Adequate funding of the programme by government and 3.40 Agree
private sectors
9 Effective management and maintenance of ICT facilities. 2.75 Agree
10 Provision of automatic alternative source of power supply. 2.60 Agree
11 Encouraging teachers and students to search and share 3.00 Agree
ideas and information on ICT with experts, colleagues and
peers.
12 Institutions partnering with professional and corporate 2.85 Agree
bodies for adequate technical support
13 Periodic workshops, seminar and conferences on ICT for 3.50 Agree
lecturers and students.
14 Allowing access to and use of ICT labs after lecture hours 2.65 Agree
and weekend for personal practice.
Source: Field Study, 2017
Table 2 revealed that all the identified items in l-14 on the extent of effective use of
ICT facilities in OTM obtained mean scores above 2.50. This is an indicator that if

26
giving all the necessary support the respondents are ready to go miles to get
equipped themselves with knowledge skills.

Research Question 3: What are the problems that border effective use of ICT
instructional delivery in OTM in polytechnics in Delta State?
Table 3: Mean ratings of responses of lecturers and students on the problem that
hinder effective instructional delivery in OTM in polytechnics in Delta State.
S/No Strategies X Remark
1 Inadequate facilities and infrastructures in form of labs. 3.53 Agree
2 Lack of ICT skilled lecturers and instructors 3.63 Agree
3 Lack of good power generation system 3.50 Agree
4 Lack of motivation and incentives for teachers 3.60 Agree
5 Inadequate funding of OTM programme 3.51 Agree
6 High cost of acquisition and maintenance of ICT facilities. 3.13 Agree
7 Poor perception and conservative attitudes of lecturers on 3.58 Agree
the use of ICT in instructional delivery.
8 Inadequate time allocated for ICT-related instructions, 2.49 Agree
training and practice
9 Inadequate technical support 3.40 Agree
10 High cost of training and retraining of manpower 3.75 Agree
11 Incessant failure of electric power 3.75 Agree
Source: Field Study, 2017
The table 3 shows that the respondents agreed that all the items which include items
1,2,3,4,5,6,7,8,9,10 and 11 with their mean responses ranged from 3.13 to 3. 75 are
the constraints/problems that hinder effective use of modem (ICT) instructional
delivery in OTM in polytechnics in Delta State.
Research Question 4: What are the appropriate strategies for developing needed
competent skills in DTM in Polytechnics in Delta State?

27
Table 4: Mean ratings of responses of lecturer and students on the appropriate
strategies for developing competent skills in OTM.
S/No Strategies X Remark
1 Provision of computers (internet facilities) for OTM 3.09 Agree
department in form of laboratories.
2 The school administrators should through direct purchase 3.70 Agree
provide basic equipment e.g. digital projectors, scanners
3 Training of staff on knowledge and use of operating 3.46 Agree
windows, scanner etc.
4 Training of staff on the use of storage devices e.g. flash 3.45 Agree
drive, VCD Rom etc.
5 Training of staff on the role of application software e.g. 3.55 Agree
MS Word, Excel, Page maker etc
6 Training of staff on the use of applications e.g. e-mail and 3.50 Agree
internet browser.
7 Training of staff on the use of presentations e.g. Ms 3.48 Agree
Word, PowerPoint, Corel presentation.
8 Training on exploring drives and folders, folders 3.49 Agree
management.
9 Provision of regular light supply. 3.40 Agree
10 Subsidizing from the government to staff for possession of 3.67 Agree
individual laptops with internet connectivity.
11 The school should collaborate with donor agencies, 3.34 Agree
industries and' corporations.
Source: Field Study, 2017
Results in table 4 showed that all the items were rated above 2.50 in all the columns.
The respondents agreed that all the items are good strategies for improving or
developing competent knowledge and skills in OTM lecturers and students in
polytechnics.

28
Discussion of Result
The study showed that some ICT facilities were useful for instructional delivery in
OTM courses in polytechnics because of the change in world economy and
globalization. This is in agreement with Ugwoke (2011) who stated that many
vocational and technical institutions have shifted emphasis to training in computer
and information technologies. The findings of this study indicated that most of the
strategies used for improving skills were not adequately employed adopted in
instructional delivery. Some of the ICT instructional tools were seldom used in OTM
programmes in the polytechnics. The inadequate use of the instructional tools might
not be unconnected with the non-availability of the facilities, the teachers' apathy on
the use of the modern facilities in the teaching and learning as well as the
incompetency of the teachers and students. This is in consonance with the opinion of
Nwaokolo (2011) who noted that most lecturers do not use ICT instructional facilities
in teaching and learning because they do not have the needed skills and dearth of the
facilities to use. The study also revealed many problems that are hindering the
effective use of ICT instructions facilities in OTM courses in polytechnics. The problem
includes among others inadequate funding of the programme, lack of good power
supply, high cost of training and retraining the lecturers. This is in line with the
position of Ndomi (2006) who identified high cost and infrastructures as the problems
hindering effective use of ICT in Business Education, office Technology and
Management Computer Science etc in tertiary institutions. Furthermore, the study
revealed eleven strategies that could be employed to enhance development of
competent skills in OTM course in polytechnics. This may likely be among the reasons
why the respondents rated the items high as appropriate strategies for developing
competent skills in lecturers and students in order to blend in the World of Work.

29
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter is presented under the following subheadings: summary of findings,
conclusions, implications of the study, recommendations, and suggestions for further
studies.

Summary
The changes in work processes and organization as well as the mode of transmission
and exchange of information in the globalized economy call for improvement
(transformation) on the teaching and learning process of Office Technology and
Management (OTM) Education. The major purpose of the study was to identify the
strategies for improving knowledge and skills in OTM using ICT in polytechnics in
Delta State for economic development. Three research questions guided the study
Survey research design was adopted. The study was carried out in Office Technology
and Management Departments in the two polytechnics in Delta State. The Population
comprised respondents made up of 19 lecturers and 111 National Diploma II students
in OTM department. 115 copies out of the 130 copies of questions were collected and
analyzed using mean scores. The findings showed among others that the strategies
identified are good for improving knowledge and skills in OTM students in the
institutions studied but there are many problems hindering them.

Conclusions
There is the need for a well-planned and implementation of instructional activities in
OTM programme in polytechnics. A well planned strategy should consist of
instructional activities that cover ICT that will enable smooth acquisition of requisite
knowledge, skills, attitude and values that are indispensable for the survival of

30
successful learner (graduates) and the economy of the country. The student should
be aware of the knowledge, abilities and skills required to compete within the
different employability contexts. The teachers are to provide best ways of integrating
theory into practice through guided practice and competent handling in task
operation. OTM teachers and students can acquire the modern office technology skills
which are required in modern business by employing ICT in their teaching and
learning process. The strategies identified for teaching and learning of skills are very
important both in Nigeria and globally. .

Recommendations
Based on the findings of this study, discussions and conclusions drawn from it, the
following recommendations are made which could be beneficial to OTM students,
OTM lecturers, polytechnic academic boards* and university business education
curriculum planners.
1. Administrators of the polytechnics in Delta State should be committed to the
establishment of efficient and functional ICT labs and language labs by checking
the constraints that hinder effective development of knowledge and skills in the
polytechnic.
2. Training and retraining programmes should be organized for the OTM lecturers
on the use of modem instructional facilities on a regular basis for effective
instructional delivery.
3. Government should show genuine commitment toward skill building activities in
collaboration with industries, enterprises and organizations to develop/build
efficient workforce for the future. This can be done through the provision of
modem facilities and infrastructures

31
4. Polytechnics in Delta State should partner with national and international ICT
training firms like AfriHub, NIIT and so on to establish ICT training centers in
their institutions where staff and students can develop and update their skills on
ICT as obtainable now in some universities in Nigeria.
5. OTM lecturers should make regular use of the internet and other technological
facilities like e-mail, Facebook, Twitter, 2go chats, YouTube and other online
social network via computers and telephones.
6. University business education curriculum planners should update their business
education curriculum in line with the l CT innovations in OTM.

32
 REFERENCES
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Technology and Management. Book of Reading in Business Education 1 (9),
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Adiwe, W. (2006). Computer applications: A practical approach to window and basic
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Aguokogbuo, C. N. (2000). Curriculum development and implementation for Africa.
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Ajagun, G. A. (2003). The Development of ICT Skills through National Computer
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Azuka, M. O. (2010). Challenges and strategies for using information and
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Education 1 (1), 179-185
Azuka, M. O. (2012). Introduction to Desktop Publishing. Onitsha: Noben Press Ltd.
Baba, E.I. & Akarahu, C.U (2012). Adequacy of educational resources of Office
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Beta Computers (2011).Digital Awareness Programme: Hands-on Training on
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Chigbuson, A. J. (2009), Current issues and trends in business teacher education:
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1 (9), 86-92

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Commission on Information and Communication Technology (2011).National ICT
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Etonyeaku, E.A.C. (2009). Quality Assurance for Youth Empowerment through
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Nigerian Vocational journal. 13(1) 32-38.
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Johnson, O.A (2009) Modern technology and vocational education Lagos Longman
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Lawrence, U. C. (2010). Computer made easy. Nkpor: Sir Law Publisher
Mbaezue, A. N. C. (2010). ICT and business education in a globalized economy
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National Board for Technical Education (2004). Office Technology and Management
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35
 APPENDIX
Department of Office Technology and Management,
School of Business Studies,
Delta State Polytechnic,
Ozoro.
10th July, 2017

Dear Respondent,

REQUEST TO COMPLETE A RESEARCH QUESTIONNAIRE

I am a student of Delta Stat Polytechnic, Ozoro, carrying out a study on “Strategies
for Improving OTM Students Performance in the use of ICT Facilities in Delta State
Polytechnics”
Please complete the attached questionnaire to the best of your knowledge. You are
assured that the information provided will be treated with utmost confidentiality.
Thank you for your anticipated co-operation.

Yours faithfully,

Researcher

36
 QUESTIONNAIRE
Part A: Personal Data
Listed below are items to elicit data on your personal profile. Please you are required
to indicate the option that applies to you by checking on the appropriate box
Name: ____________________________________________________________
Sex: _______________________________________________________________
Designation: _______________________________________________________
Part B
This pan is divided into four sections and has a total of forty-four items. As a
Polytechnic OTM lecturer/students, indicate by checking on the appropriate column,
the one that best describes your opinion of the items:
S/No Strategies SA A D SD
1 Lecture should demonstrate in stages from simple to
complex
2 Guided practice should be encouraged by supervising and
assessing students handling task(s).
3 Workshop training (ICT, office practice and keyboarding)
should be emphasized more on the learner as an active
participant while the lectures are guided.
4 Demonstration and project methods should be employed
besides lecture method
5 Students should be exposed to real instructions before
embarking on any task.
6 Students should have access to practise within the school
laboratories using available training/instructional facilities
before embarking on further training (IT,SIWES) outside
the school environment.
7 Beginning students should be trained using manually
operated facilities before proceeding on
automated/electronic facilities.
8 Demonstration strategy should be carried out at

37
 moderate pace for students to learn skills and
competencies better.
9 Establishing ICT labs and provision of ICT facilities and
infrastructures.
10 Adequate equipping of ICT labs with internet ready to
computers to enhance knowledge and skills delivery and
learning.
11 Organization of ICT training and retraining programmes for
teachers and students
12 Adequately subsidizing of teachers and students to own
PCs and laptops.
13 Encouraging and supporting teachers to p4 Jate in ICT-
based refreshers courses.
14 Periodic organization of ICT capacity building programmes
for teachers and student.
15 Motivating the teachers with adequate incentives.
16 Adequate funding of the programme by government and
private sectors.
17 Effective management and maintenance of ICT facilities.
18 Provision of automatic alternative source of power supply.
19 Encouraging teachers and students to search and share
ideas and information on ICT with experts, colleagues and
peers.
20 Institutions partnering with professional and corporate
bodies for adequate technical support.
21 Periodic workshops, seminar and conferences on ICT for
lecturers and students.
22 Allowing access to and use of ICT labs after lecture hours
and weekend for personal practice.
23 Inadequate facilities and infrastructures in form of labs.
24 Lack of ICT skilled lecturer sand instructors
25 Lack of good -power generation system
26 Lack of motivation and incentives for teachers
27 Inadequate funding of OTM programme
28 High cost of acquisition and maintenance of ICT facilities.
29 Poor perception and conservative attitudes of lecturers on
the use of ICT in instructional delivery.
38
30 Inadequate time allocated for ICT-related instructions,
training and practice.
31 Inadequate technical support
32 High cost of training and retraining of manpower
33 Incessant failure of electric power.
34 Provision of computers (internet facilities) for OTM
department in form of laboratories.
35 The school administrators should through direct purchase
provide basic equipment. e.g. digital projectors, scanners,
computers etc
36 Training of staff on knowledge and use of operating
windows, scanner etc.
37 Training of staff on the use of storage devices e.g. flash
drive, CD Rom etc.
38 Training of staff on the role of application software eg. Ms
Word, Excel, Page maker etc.
39 Training of staff on the use of applications e.g. e-mail and
internet browser.
40 Training of staff on the use of presentations eg. Ms
PowerPoint, Corel presentation.
41 Training on exploring drives and folders, folders
management
42 Provision of regular light supply.
43 Subsidizing from the government/to staff for possession of
individual laptops with internet connectivity.
44 The school should collaborate with donor agencies,
industries and corporations.

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