IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON

SECONDARY SCHOOL MANAGEMENT IN ABIA STATE

(WITH A PARTICULAR REFERENCE TO SOME SELECTED SECONDARY

SCHOOLS IN UMUAHIA LGA.)

BY
 Abstract

The study investigates the impact of ICT on Abia State secondary schools
management. Information communication technology (ICT) has no doubt changed
the face of teaching and learning globally. The study observed that, though Abia
State is also making efforts to join the ICT fray, these efforts appear to be
ineffective. Abia State still experience a lag in its implementation due to general
neglect and other factors, comprising corruption etc, and this continues to be the
major challenge facing access to ICT-driven instructional aids facilities in most
Abia State secondary schools management. The study concludes that despite the
roles ICT can play in education, Abia state schools managements are yet to
extensively adopt them for teaching and learning. Efforts geared towards
integration of ICT into the school system have not had much impact. Problems
such as lack of Teachers’ Professional knowledge and technical know-how and
poor information infrastructure militate against these efforts. The study
recommends that efforts should be made by government to post and provide
teachers skilled in ICTs to each school in Abia State as to impact ICT skills to the
students.
 CHAPTER ONE
1.0 Introduction

1.1 Background of the study

Information communication technologies (ICTs) are information handling tools

that are used to produce, store, and process, distribute and exchange information.
These different tools are now able to work together, and combine to form networked
world-which reaches into every nook and cranny of the globe (UNDP Evaluation
Office, 2001). It is an increasingly powerful tool for participating in global markets,
promoting political accountability; improving the delivery of basic services; and
enhancing local development opportunities (UNDP, 2006). According to Ogunsola
(2005) ICT “is an electronic based system of information transmission, reception,
processing and retrieval, which has drastically changed the way we think, the way we
live and the environment in which we live”. It can be used to access global knowledge
and communication with other people (Ogunsola, 2005). Students who use ICTs gain
deeper understanding of complex topics and concepts and are more likely to recall
information and use it to solve problems outside the classroom (Apple Computer,
2002).

In addition, through ICT, students extend and deepen their knowledge,

investigation, and inquiry according to their needs and interest when access to
information is available on multiple levels (CEO Forum on Education and Technology,
2001). Information communication technology (ICT) has no doubt changed the face of
teaching and learning globally. And serious nations are taking the advantages
inherent in ICT to impact on the educational sector. Though Nigeria is also making
efforts to join the ICT fray, these efforts appear to be ineffective. Computer
laboratories are largely non-existent in many public schools across the country. And
where they exist, they are nothing to cheer. Due to this general neglect and other
factors, comprising corruption, outdated curriculum, ill-motivated teachers,
materialism and academic laziness on the part of Students and Teachers, the nation
has been reaping mass failure in public examinations. Arising from this, stakeholders
are calling on government to provide basic facilities including ICT-driven teaching aids
for the nation’s educational system (The Punch Newspaper 2012).

Therefore, the Impact of ICT in Nigeria and any other developing society especially in
Abia State Secondary Schools management can’t be overemphasized. It is very
pertinent if one can note that technological advancement has shown lights to the
dark paths of students all over the globe.

As part of the IT curriculum, learners are encouraged to regard computer as tools to

be used in all aspect of their studies. In particular, they need to make use of the
multimedia technologies to communicate ideas, describe projects and order
information in their academic work.

It also has been shown that if some secondary schools in UMUAHIA like the ones
selected; Victory comprehensive secondary school Umuahia, Community Secondary
School, Umuahia and UMUAHIA High school, Umuahia advance by using ICT tools,
educational development will be enhanced in the schools and student’s academic
output, performance and societal impact will be on the increment. Therefore, it is
important to state that government at all levels needs to do a lot in the area of ICT
development on our educational sectors.

Robinson(1991:100) stated that information technology (ICT) can be used to

serve three main purposes which are:
1. To deliver all or part of the learning content to learner

2. To supplement and extend content provided in a different form

3. To provide a 2 way channel of communicaton for exchange between tutors and

students with their peers for feedback, debates, support and for solving learning
problems.

1.2 Statement of the Problems

Obviously, there is a rapid increase in the implementation of ICT tools in so

many sectors of the nation and globe. This rapid increase of computer (ICT) usage
points to the needs of improving the literacy of students especially in their secondary
school education level. Problems and challenges faced by secondary education
without the help of the tools of ICT are therefore numerous.

Prior to the present century where the advance of Information communication

Technology has taking the lead in reducing the stress of human beings especially
students, people suffer in educational researches and productivity. Meanwhile, one
could have just logged into an information search website (www.google.com) to
update him or herself with whatsoever research information he or she seeks if one is
ICT equipped. Our students are faced with High stress and cost of Information search
and retrieval in the offline library system (OLS) where no computer exists.
Consequently, the time it will take a secondary school researcher to conduct his or
her research in the offline mode tends to a period of 1 to 2 years.

Furthermore, the processing of student’s results manually has been the major
challenge faced by form teachers of our secondary schools which cumulate to poor
students’ result management.
Lots of files are also being misplaced through the manual record system used in our
secondary schools instead of the Database Management System (DBMS) which has
the ability to store and retrieve data in an automated form with access authentication
and low redundancy functionality. These summed up to the reason why the
researcher embarked on this research work “Impact of Information Communication
Technology (ICT) on secondary school education” in order to expose and justify the
impact of ICT on secondary schools management in Abia State and procure viable
recommendations to evoke the responses of the three tiers of government to equip
our secondary schools with ICT-Driven education technological tools such as; E-
Library, Computer Laboratory, Online Research Center, Projectors etc.

1.3 Purpose of the Study

The purpose of the study is to verify or find out:

1. The extent to which computer is needed in planning and implementing educational

programs

2. The extent to which computer enhances the quality of education

3. The usefulness of computer in school administration

4. The problems associated with the use of computer by secondary school students

5. The negative effect of computer usage in instruction and learning

6. The academic impact of computer on secondary school students

1.4 Significance of Study

 This research “The impact of ICT on Secondary Education management in Abia
State” is quite significant in that there is need to improve the quality of teaching and
learning in schools within Abia State using UMUAHIA Local Government Area as a
reference point. Therefore, the significance of this study can be channeled thus;

To Teachers

The use of various ICT-based software and Computer Based tutoring programs can aid
the teachers in teaching the students and also aid them in student’s assessment and
testing.

To Parents

The joy of every parent is to see the child perform wonderfully well both in school and
at home. Since ICT tool can positively aid students’ learning outcome, it will foster the
happiness and wellbeing of the parents at home. This study can also influence the ICT
literacy level of parents at home since they would want to procure ICT tools for the
student’s practice at home thereby having computers installed and used at home.

To students

ICT knowledge and computer education will help the child to be literate otherwise
informed and belong to this present innovative and ICT-driven society. It will also help
him to be equipped for the future challenges envisaged in the digitized future
century. Hence, the child will be able to fit in appropriately into our highly, dynamic
and enthusiastic modern world. It will also help the teachers to develop online
libraries through which useful educational books and materials can be accessed using
the internet. The students will also be exposed to the uses of computer for
information search and retrieval using the e-library or the internet (Cyber Cafe) which
will foster their level of information literacy.

To school Administration

ICT is presently useful in administrative settings. Since the computer was designed to
make our Job easier and lighter, its use and efficacy in administrative job execution is
numerous ranging from teacher’s salary schedule computation to result computing
system which drastically reduces the sufferings of the teachers and administrators.

To curriculum planners

ICT is presently a useful tool in promoting and enhancing qualitative curriculum

planning. ICT tools are being used to determine the best input for the students so as
to aid a reasonable learning outcome which will enhance the realization of the
purpose and goal of education.

1.5 Scope of Research

This research work “The impact of ICT on Secondary Education management in

Abia State” is limited to the three selected schools which are Victory comprehensive
secondary school Umuahia, Community Secondary school Umuahia and UMUAHIA
High school Umuahia all in UMUAHIA LGA of Abia State. The schools were covered
with a particular reference to problems confronting ICT implementation and its
suggested solutions, administration of schools, their educational planning and
implementation.

1.6 Research Questions

1. To what extent is computer needed in planning and implementing educational
program?

2. To what extent does computer enhance the quality of education?

3. What is the usefulness of computer in school administration?

4. What are the problems associated with the use of computer by secondary school
students

5. What are the negative effect of computer usage in instruction and learning?

6. What are the academic impacts of computer on secondary school students?

1.7 HYPOTHESIS

H1: The impact of ICT on education will bring about positive change in secondary
schools management in Abia State.

H0: The impact of ICT on education will bring no change and positive influence to
secondary schools management in Abia State.
 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

This chapter presents literature related to the present study “The impact of ICT
on secondary school Education management in Abia State”. This review is organized
and presented thus;

A. CONCEPTUAL FRAMEWORK
Concept of ICT (Information Communication Technology)
According to Ogunsola (2005) ICT “is an electronic based system of
information transmission, reception, processing and retrieval, which has
drastically changed the way we think, the way we live and the environment in
which we live”. It can be used to access global knowledge and communication
with other people (Ogunsola, 2005).
The use of information and communication technology (ICT) is becoming an
integral part of Education in many parts of the globe. Nigeria is not left behind as
ICT gradually finds its ways to the Educational systems despite chronic limitations
brought about by economic disadvantages. Fundamentally, education is a
discipline like any other; it is a branch of human knowledge which is basically
concerned with getting the young in the society prepared when they come of age.
Importance of ICT (Information Communication Technology)
The importance of ICT is quite evidence from the educational perspective.
Though the chalkboard, textbooks, radio/television and film have been used for
educational purpose over the years, none has quite impacted on the educational
process like computer. While television and film impact only on the audio visual
facilities of users, the computer is capable of activating the senses of sight,
hearing and touch of the users. ICT has the capacity to provide higher interactive
potential for users to develop their individual, intellectual and creative ability.
Various researchers have carried out research work to show the impact of ICT in
learning.
B. THEORITICAL FRAMEWORK
According to Gbamanja, (1989. p. 131), education is a process, which seeks
to change the behavior of a learner. Overall, behaviorist view education as the
process of changing the behavioral pattern of people. Behavior in his sense refers
to the way we change the learner, his or her thinking, his or her feelings and his
other overt actions ( Hergenhahn & Olson 1997).Thus education is the process by
which society deliberately transmits its cultural heritage through schools,
colleges, universities and other institution (Gbemanja 1989).
In other to achieve the above- mentioned purpose in education, information and
communication technology (ICT) is an essential ingredient that could help bring
these gains and benefits to the fore.
Realistically, several researchers admitted that ICT have an impact in learning and
teaching of science.
Globally, the use of information and communication technologies (ICTs) is fast
gaining prominence and becoming one of the most important elements defining
the basic competencies of students.
INFLUENCE OF ICT ON ACADEMIC PERFORMANCE ON SECONDARY SCHOOL
STUDENTS
Research conducted by Achuzie (2009), has shown that any secondary
school which uses ICT tools to foster learning produces computer literates and
potential wonderful researchers. He further poised that Information
communication technology went a long way to prepare such secondary school
students for the technological advancement tasks ahead, thereby making them
adjust and acclimatize to any society of computing they find themselves. Also,
computer has been made compulsory in our universities presently, and such
student will not find the use of computer unfamiliar since he or she is used to it
from JSS classes.

LIMITATIONS OF ICT TO SECONDARY SCHOOLS

Cognitive development: ICT tools cannot develop or increase the understanding
of an individual that has been dull since childhood but it will just equip such
student with the tools he or she needs to explore for additional knowledge.
Teacher-Like: There has not been any ICT tool that can be used in place of the
existence of a trained teacher to students. The Robotic system is still being coded
to be able to interpret questions and supply answers to unplanned questions that
has not been gabaged into it. But one can get computer-based tutor software
where he or she can watch a teacher teaching a particular subject. But questions
cannot be asked to such teacher for more clarifications in case of any
misunderstanding.

PROBLEMS/DISADVANTAGES OF ICT (Computer) TO SECONDARY SCHOOLS

Pornography: The internet, which is the connection of millions of computer
together for the purpose of file sharing and remote information access contains
sites that have negative movies where some unscrupulous students log in to
watch porn movies. This degrades and derails the moral standard of such student.
Eye-Problem: The ICT tool called computer has violent rays which affects the eyes
negatively. If one stays constantly on the computer system, he or she is prone to
night blindness or other eye related diseases.
Workaholic/ Loss of concentration: When one gets addicted to the computer
system or internet where information are being shared using the social networks
such as facebook, whatsapp, 2go, such student will find it so difficult to leave the
computer system for other school activities or house shores.
Access to uncensored information: There are some information online which
should not be accessible by secondary school students (Romantic expositions,
dating sites and sexual blogs) that are always and readily available for all internet
users which are uncensored for such age (18 and below). This is the problem
some e-library installed secondary schools face. It has been noticed that instead
of students going to the e-library to surf the internet positively, the rather go to
chart on dating sites especially in a mixed school. So far a student has the website
of a date site, he can log in with a disguised picture claiming to be an adult (18
years and above).

SOLUTIONS TO THE PROBLEMS OF ICT IN SECONDARY SCHOOLS

Employment of e-library Inspectors: Inspectors or Laboratory instructors should
be employed as to be monitoring students and their activities in the e-library.
Censorship of Information: Web programmers should increase the censorship of
web information.
E-Library Time Table: There should be a computer library time table which will
help to curtail the excesses of student’s stay in the e-library or computer
laboratory.
 C. REVIEW OF EMPERICAL STUDIES
Many researchers have carried out research on the implication of ICT on
secondary teaching. However, the research works of Aladejana (2007),"The
implication of ICT and a new kind of science (NKS)” will be reviewed.
The author in her work examines the attitude to the use of information and
communication technologies (I.C.T.) and A New kind of science (NKS) for learning
in secondary schools from selected secondary schools in Nigeria. She also tries to
find out the impact of the use of simple computer experiments on the learning of
science and also assesses the availability of resource for this new paradigm.
Multiple research method was used including questionnaire, observation,
discussion, and interview.
Two questionnaires ARCAL to asses availability of resources was administered on
106 teachers from 25 secondary school.
The students' attitudes were measured using an adapted established instrument
Selwyn-Soh information technology attitude scale(SSITAS) which was
administered on 50 Obafemi Awolowo University (OAU) secondary school
students purposively selected based on having any basic ICT tool as their facility.
The five sub-scales of attitude assessed affective, usefulness, behavior control and
defense components, semi-structured interview of twenty (20) secondary school
teachers. Observations were carried out in the c asses of ten (10) secondary
school teachers.
Analysis was done using descriptive and inferential statistics. The rating of the sub
scales and overall attitude are as follows; 0-20 very poor 21-40 poor , 41-60 good
61-80 very good.
The result of her work shows that; None of the teachers have heard about NKS
and its relevance to secondary school teaching.
i. 9.43% of the teachers asked students to browse on the internet
ii. 2.83% of the teachers have used over-head projectors and 1.89% make use of
CD-ROM containing educational topics.
iii. 20.0% of schools have one or two computers. While 4.0% have more than two
computers.
iv. None of the schools have laptop, LCD projector, video recorder, talking books,
and roor robots.
v. 4.0% of the school has an overhead projector, 4.0% fixed line internet access.
vi. 5.67% of teachers have personal computers used for business and commercial
purposes.
vii. Some students have access to computer and internet outside the school
setting. Thus classroom are still very much traditional without much influence on
ICT and NKS.
She made the following recommendations in her work thus;
1. Government should make converted effort to provide the required ICT facilities
for secondary schools.
2. There is need for government policies to take care of issues such as class size.
3. Both pre-service and in service training are necessary.
4. NKS should be introduced to many other countries through workshops and
seminars.
5. Lastly fear and apprehensiveness of learner must be allayed by teachers.
The role of technology in teaching and learning and is rapidly becoming one of the
most important and widely discussed issues in contemporary education policy
(Rosen and well. 1995; and Thierer. 2000). Most experts in the field of education
agreed that, when properly used, information and communication technology
hold great promise to improve teaching and learning in addition to shaping work
force opportunities.
Poole (1995) has indicated that computer illiteracy now regarded as the new
illiteracy is a cankerworm in our present century.
Many studies have found positive effect associated with technology aided
instruction.
Mcfarlane, A. Sakellarious, S., (2002). The role of ICT in science education which
was published in Cambridge formal of education 32(2,) PP. 219-232.
The paper consider two perspectives on the relationship between the science
curriculum and the potential of ICT in secondary education; the first perspective is
based on the current English Secondary Curriculum, while the second look at how
the role of ICT might be developed if the curriculum were to emphasize on
scientific reasoning rather than the practice of empirical science. It focuses on the
use of ICT to support or replace practical work and the use of the internet as a
tool for scientists reasoning.
The key findings of the research are as follows;
 Using ICT either as a tool in a practical investigation or as a substitute for
the laboratory-based elements of an investigation can aid theoretical
understanding.
 Electronic communications should be used not just to disseminate
information but to create a community of learners.
Another researchers Osborne, J., Hennessy, S.,(2003).Literature review in
secondary education and the role of ICT: promise, problem and future directions.
This paper reviews the current state of secondary education, the impact of ICT
use on the curriculum, pedagogy and learning, and the implications there are
diverse ways of linking ICT use to exiting classroom teaching, including supporting
or replacing it.
The researcher made use of observation and questionnaire method. The
questionnaire was administered on six (6) middle school teachers and 100 tenth
grade pupils. .
Descriptive statistics was used for the analysis. Also the research shows that;
 Transformative use of ICT in science found only in isolated pocket.
 ICT may have a greater role to play in a curriculum that places greater
emphasis on scientific reasoning and analytical skill.
Among these is Belts, S. (2003) ICT contributions to quality learning in science at
key stage 3. This research was conducted in United Kingdom (U.K.).
The study assesses the extent to which ICT contributes to quality in learning
science at key stage 3:
The author considers the meaning of quality in the content of science education
and identifies some of the indicators of quality.
Data were drawn from test, interviews and observations; the study examines how
ICT affect pupils understanding, their mental engagement and the context for
learning. 117Key stage 3 pupils were used as sample for the research. The
researchers however came out with the following findings;
1. ICT offers particular opportunities to enhance learning by making more time
available for predicting and searching for explanations.
2. ICT allows pupils to work at their own speed.
3. Lessons need to be structured according to the possible outcomes that a
specific application of ICT allows in other to take full advantage of ICT.
BETTS, S. result suggested that ICT can enhance the quality of learning where its
use is tailored to lesson objectives and the needs of pupils. In conclusion, the
author presents a model for the possible use of ICT to increase the quality of
learning in science. ;
Also, Huppert, J., et al., (2002). Computer simulation in the high school student
cognitive stages science process skills and academic achievement in microbiology.
Huppert in the study investigates the impact of a biology simulation "the growth
curve of microorganism' on high school students' academic achievement and their
science process skills.
The study focuses on the relations between academic achievement, mastery of
process skills, gender and cognitive stages.
The research however, shows that the achievement of students using the
stimulation was higher than those not using the stimulation, with girls achieving
equally with boys. The stimulation was found to benefit students with low
reasoning abilities in particular, enabling them to cope with learning scientific
concepts and principles which requires high cognitive skill. A total of 181tenth
grade pupils were sample for this research. The researcher was able to conclude
with the following findings. That;
1. Pupils in the stimulated learning environment exhibited complex and
integrative reasoning.
2. The simulation provided a self-paced, non-competitive learning environment
which allowed girls and boys to achieve equally.
3. The simulation allowed repetition of experiments which in turn aided
understanding.
The most challenging aspect of the post industrial area is how to meet the
demand of the information society that modern man is trying to build. The role of
education in developing modern society cannot be over emphasized. In fact,
society and education are highly interdependent. As society changes, the
educational system have to change according to (Westra and sleep, 2001).
Numerous researchers have carried out research on ICTs and secondary
education.
However, the research works of Nwachukwu prince Ololube (2006), the
secondary schools in Nigeria and The Journal of information technology impact
vol 6, no,2, and pp l0l-118 will be reviewed.
The research sets out to identify and evaluate the relevant strategies professional
and non-professional ICT instructional material utilization competencies play in
stimulating student' academic achievement during and after instruction in
secondary schools. To achieve the purpose of his study, he employed several
statistical procedures such as a four point Likert-type scale. The research
questionnaire was divided into two
sections. Section A and B.
Section "A" of the research questionnaire describe respondents' background
information, these include: gender, age, status, subject's taught, academic
qualification, professional qualification and length of service. While section "B"
comprised of possible ICT instructional material utilization competencies .The
research population used for the study was drawn from Rivers state (accessible)
of Nigeria. The population comprises of ten (10) principals which is 3.3%, two
hundred and seventy (270) subject heads and teachers which is 90% from ten (10)
randomly selected secondary schools, as well as twenty (20) supervisors from the
ministry of education and post primary school board. Out of the total number of
respondents 76(which is 25.3%) were academically qualified, while 224 (that is,
74.7%) were professionally qualified. He uses several sets of statistical analyses
such as S.P.S.S. Version 11.5 of a computer software; mean and standard
deviation, ANOVA, T-test of significance and cross tabulation (N-300).One-way
analysis of variance (ANOVA) was employed to test the relationship between
variables and respondent's background and information. He tested the reliability
of the research instrument used with crookbach alpha coefficient and a reliability
Coefficient of 0.91 was obtained; His result shows that varieties of techniques are
needed for teachers to effectively utilized ICT instructional material in the
teaching and learning processes. Also, they were significant differences between
academically qualified teachers and professionally qualified teachers in all the
variables.
Finally, cross tabulation was employed to test the degree of agreement and
disagreement; 77.7% of the respondents agree that professionally qualified
teachers are prone to effectively select, operate and apply the use of ICT
instructional materials in the classroom environment compared to 22.3% of their
Counterparts who are academically qualified. In support of the result of his study,
Abdal-Haqq (1995), Baker, et al (1995), and Lancaster (1999) also indicated in
their research that teachers who are professionally trained demonstrate a sound
understanding of information and communication technology (ICT) operations
and concepts, use productivity tools to enhance professional tasks such as
correspondence, assessment, classroom materials, presentation etc.
Teachers like any other professional workers need essential tools to do their work
most excellently. Certainly, it is true that the central figures in any learning
situation are always the students and the teachers but it is equally true that
learning may be greatly enhanced by the utilization of the many resources
available in the school and through various school agencies. Nevertheless,
teacher's planning of effective learning activities will be easier, less time
consuming and often vastly expanded in potential scope when teachers know
precisely what type of ICT materials are available to them and when to draw upon
them regularly to affect their teaching ability (Brown, Lewis and Harcleroad, 1959.
p.47)
A lot of researchers have carried out research work on ICT impact on teacher and
pedagogy. The work of Wetzel, D.R., (2001). A model for pedagogical and
curricula. Transformation for the integration of technology in middle school
science. His study investigates the factor that influenced five (5) middle school
science teachers as they implemented and integrated calculator-based laboratory
(C.B.L) probe -ware in the curriculum, the researcher made use of interviews/
questionnaires, anecdotal records and observations of teachers. While the
population sample comprises of five (5) middle school teachers in United States.
His study presents a holistic view of the influences on the level of teacher
technical proficiency with CBL probe ware, level of actual use during integration
into curriculum, changes in pedagogy, and changes in organizational culture. It
also identities the contextual barriers to integration, including training in the use
of the technology and pedagogical support. The finding of his study shows that
80% of participating teachers successfully integrated C.B.L. probe ware into their
teaching. Also it was found that there are barrier to the integration of CBL probe
ware and such barriers includes; lack of time for training, lack of CBL resources,
lack of support by the school system.
D. SUMMARY OF REVIEWED LITERATURE
According to Ibec (2009), the use of information and communication
technology (ICT) is becoming an integral part of Education in many parts of the
globe. Nigeria is not left behind as ICT gradually finds its ways to the Educational
systems despite chronic limitations brought about by economic disadvantages.
Fundamentally, education is a discipline like any other; it is a branch of human
knowledge which is basically concerned with getting the young in the society
prepared when they come of age.
In Nigeria, science teaching at that various level still retains the old
conservative approach and if this situation would change, there is need for a
diagnostic study.
 CHAPTER THREE
RESEARCH METHODOLOGY

This chapter comprises the procedures and methods by which this study is carried
out, which include the following:

RESEARCH DESIGN

The research design used by a researcher is the survey method which is one of the
best available research design used for obtaining useful relevant information. It is
used especially as a means of data gathering and assessment. More so, the design of
this study is a descriptive survey which tries to investigate an event in the natural
setting without the researcher trying to manipulate the dependent and independent
variables.

AREA OF THE STUDY

( DESCRIPTION OF YOUR LOCAL GOVERNMENT AREA)

The schools that exist in UMUAHIA which was selected for this study are:

 Victory comprehensive secondary school, Umuahia which designed their

curriculum like; Sowing, Barbing and Molding of clay pots etc. The school is a
mixed school.

 Community Secondary school,Umuahia

This is the first secondary school that was installed by the government in
UMUAHIA Local government Area during the era of Nnamdi Azikiwe as the first
president of Nigeria. The school is located at the boundary between Umuahia
 and Ohita in UMUAHIA Local Government Area. The school has produced
Doctors, professors, lawyers and men of substance in Nigeria. Their curriculum
follow suit with the curriculum of other community secondary schools in Abia
State. The school is a mixed school.

 UMUAHIA High School, Umuahia.

UMUAHIA High school was founded by Prof.Ben Nwabueze, a former Minister

of Education in Nigeria in 1993 during the interim resume of Ernest Shenekon.
He found this school in other to draw education to the doorstep of his people.
It was signed into law as a government secondary school few months later.

Their curriculum is also same with other Abia State government schools. The
school is also a mixed school.

The areas where these schools are located are rural areas and the implication of this
rural setting is that the schools are remote and in need of speedy development as far
as ICT is concerned.

The three schools are all mixed schools (Boys and Girls schools).

3.0.3 POPULATION OF THE STUDY

The population of study in the three selected secondary schools is 8200 students and
304 teachers. Below is a tabular arrangement of the population.

Table 1

Analysis of the 3 schools in UMUAHIA LGA.

NAMES OF SECONARY SCHOOLS NO OF STUDENTS NO OF TEACHERS

Victory Comprehensive secondary school 1380 40

Community secondary school, Umuahia 2020 58

UMUAHIA High School, Umuahia 4800 206

TOTAL 8200 304

Source: Statistics Department: Secondary Education Management Board (SEMB)

Onitsha 2007/2008 Session.

SAMPLE AND SAMPLING TECHNIQUE

The researchers sample for this investigation was drawn from 3(three) secondary
schools in UMUAHIA LGA and sample drawn from both staff and students of the
schools totaling about 8504 population.

The sampling method of the study was simple random sampling in which the sample
of 300 was chosen which covers the schools selected and in each school, 100 were
administered, 10 questions to teachers per school and 90 questions given to SS1,SS2
and SS3 classes which have gotten to the level where ICT knowledge and usage is
paramount.

Table 2

The Analysis of the population of the three schools

SCHOOLS POPULATION PERCENTAGE

Victory Comprehensive SS1 30

SS2 30

SS3 30

90 30%

Teachers 10 3.3%

Total 100

Community Secondary School SS1 30

SS2 30

SS3 30

90

Teachers 10 30%

Total 100 3.3%

UMUAHIA High school SS1 30

SS2 30

SS3 30

90 30%

Teachers 10 3.3%

Total 100
TOTAL 300 100%

The schools selected had all the characteristics of all the other schools. Furthermore,
the members of the population are same or homogenous with respect to the
attribute being studied.

3.0.5 Instrument for Data Collection

Since the survey method is employed the chief instrument of data collection, the
questionnaire was designed to obtain information from respondents, so as to gather
data easily. The questionnaire was designed based on the research questions and the
questionnaire items were developed from each research question using the four
points modified rating scale thus;

Strongly Agreed (SA) - 4 points

Agreed (A) - 3 points

Disagreed (DA) - 2 points

Strongly disagreed (SD) - 1 Point

3.0.6 Validity of the instrument

Face validity was established by giving initial drafts of the instrument to experts in
measurement and evaluation departments in college of education.

These experts subjected the instruments to vigorous scrutiny considering the purpose
of the study and research questions. The aim was to ascertain the clarity
appropriateness of the language of the respondent and courage of the research
questions.

The items and wordings in the questionnaire were checked. The researchers
produced the final version of the instrument after the correction of errors found in
their supervision. The instrument is valid because it was not gotten from one variable.

3.0.6 Reliability of instrument

The researchers ascertained the reliability of the instrument by using a test re-test
method. As test-retest method demands, questionnaires were administered to 2
teachers from each of the three (3) selected schools summing up to 6 teachers and
five (5) students from each of the three (3) selected schools summing up to fifteen
(15) students randomly selected in UMUAHIA Local government Area, separately at
intervals of two weeks.

Method of data collection:

The researchers personally administered the questionnaire to the respondents by

visiting the three (3) secondary schools selected in UMUAHIA Local government Area.

The personal administration of the questionnaire helped the researcher to explain

clearly, the purpose of the research and to answer questions that were raised by
some inquisitive respondents. The completed questionnaires were collected at the
spot after the filling of the written responses of the respondents.

Method of Data Analysis:

The mean scores used in the analysis of the responses of the research questions are
thus;
Strongly Agree ------------SA = 4 Points

Agree-------------------------A = 3 Points

Disagree --------------------D = 2 Points

Strongly Disagree--------SD= 1 Points

Cut off mean = 4+3+2+1 = 10 = 2.5

4 4
Hence, the cutoff mean is 2.5. This implies that every mean score which is exactly or
above 2.5 agrees with the decision thus accepted while any score below 2.5 disagrees
with the decision thus not accepted.
CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

The discussions in the preceding chapters have provided a basic point from which
explanations about the impact of ICT on secondary schools in UMUAHIA LGA may be
concretized. In this chapter, the data collected from the investigations made were
presented and analyzed using simple ration, simple table, and weighted mean and
then t-test were used to test the null hypothesis. The data has been presented
according to the research questions enunciated in chapter one. Some conclusions will
be drawn from the analysis.

ANALYSIS OF RESEARCH QUESTIONS

Research question one

To what extent is computer needed in planning and implementing educational

program?

Table 1

Mean score of respondents on what extent computer helps in planning and

implementing educational program.

SN ITEM SA A D SD ∑X STD DEC

4 3 2 1
1 Computer software helps 35 42 15 8 304 3.04 1.2 ACC
educational planners to
generate school curriculum
which reduces stress in planning.
2 Computer serves as an ICT tool 37 36 26 1 309 3.09 0.21 ACC
 Which stores initial educational
plans for reference purpose and
future use
3 Computer facilitates educational 45 26 28 1 315 3.15 0.15 ACC
Program implementation process
4 Planning and implementation 35 42 15 8 304 3.04 1.2 ACC
Procedures are faster when using
ICT driven tools like the internet
5 E-Library procures required tools 18 38 40 14 290 2.90 0.1 ACC
used in educational program
planning and Implementation.

Item 1 revealed that computer helps in the storage of data such as school population
that makes for effective implementation of educational program. It has a mean score
of 3.04 which is above the cut-off mean of 2.5, therefore it is accepted.

Item 2 shows that Computer serves as an ICT tool which stores initial educational
plans for reference purpose and future use. It has a mean score of 3.09 which is
above the cut-off mean of 2.50 so it is therefore accepted.
Item 3 shows that computer facilitates educational program implementation process.
It has a mean score of 3.15 which is above the cut-off mean of 2.50. Hence, it is
accepted.
Item 4 shows that Planning and implementation procedures are faster when using ICT
driven tools like the internet. Its mean score is 3.04 which is above the cut-off mean
of 2.50. So, it is accepted.
Item 5 shows that E-Library procures required tools used in educational program
planning and Implementation. It has a mean score of 2.90 which is above the cut-off
mean of 2.50, and as such, it is accepted.
Research question two

To what extent does computer enhance the quality of education?

Table 2

Mean score in responses on the extent computer enhance the quality of education

SN ITEM SA A D SD ∑X STD DEC

4 3 2 1
6 Internet eases the usual stress 45 40 13 2 328 3.28 0.78 Acc
encountered when doing
homework or assignments

7 ICT tools like the printer aides the 26 30 32 12 270 2.70 0.2 Acc
qualitative presentation of class
Works when needed in a hardcopy
form
8 The computer hardware such 41 51 8 0 333 3.33 0.83 Acc
as the overhead projector makes
instructions easily understood
especially in a large class
9 The internet provides the students 26 30 32 12 270 2.70 0.2 Acc
With all needed information to
Study even in the teacher’s absence
10 The presentation software like the 62 24 10 4 344 3.44 0.94 Acc
Power point exposes instructions
in an animated form which arouses
the interest of the students
Item 6 shows that the Internet eases the usual stress encountered when doing
homework or assignments. It has a mean score of 3.28 which is above the cut-off
mean of 2.50 and as such, it is accepted.

Item 7 shows that ICT tools like the printer aides the qualitative presentation of class
works when needed in a hardcopy form. It has a mean score off 2. 70 which is above
the cut-off mean. Therefore, it is accepted.

Item 8 shows that the computer hardware such as the overhead projector makes
instructions easily understood. It has a mean score of 3.33 which is far above the cut-
off mean. Hence, it is accepted.

Item 9 shows that the internet provides the students with all needed information to
study even in the teacher’s absence. It has a mean score of 2.70 which is above the
mean score. Therefore, it is accepted.

Item 10 shows that the presentation software like the power point exposes
instructions in an animated form which arouses the interest of the students. It has a
mean score of 3.44 which is far above the cut-off mean. Because of that, it is
therefore accepted.

Research question three

What is the usefulness of computer in school administration?

Table 3

Responses on the usefulness of computer in school administration

SN ITEM SA A D SD ∑X STD DEC

 4 3 2 1
11 Computer programs are used 31 38 21 10 290 2.90 0.4 Acc
administratively to enhance
staff record keeping

12 The student records are kept 37 42 14 7 309 3.09 0.59 Acc

electronically to reduce loss of data
and data redundancy
13 Computer aides staff salary analysis 53 29 16 2 333 3.33 0.88 Acc
and payroll system in the school
14 Result computing is now done 24 36 35 5 279 2.79 0.29 Acc
With a computer program as at
Against the usual manual system
15 Computer increases the productivity 54 33 7 6 335 3.35 0.85 Acc
of the school since a teacher can
compute many students’ result in
a jiffy

Item 11 shows that Computer programs are used administratively to enhance staff
record keeping. It has a mean score of 2.90 which is above the cut-off mean of 2.50.
Hence, it is accepted.
Item 12 shows the student records are kept electronically to reduce loss of data and
data redundancy. It has a mean score of 3.09 which is above the cut-off mean of 2.50
and as such, it is accepted.
Item 13 shows that computer aides staff salary analysis and payroll system in the
school. Its mean score is 3.33 which is above the cut-off mean score of 2.50. So, it is
accepted.
Item 14 shows that Result computing is now done with a computer program as at
against the usual manual system. It has a mean score of 2.79 which is above the cut-
off mean of 2.50. Therefore, it is accepted.
Item 15 shows that Computer increases the productivity of the school since a teacher
can compute many students’ result in a jiffy. It has 3.35 as its mean score which is
above the normal cut-off mean of 2.50. So, it is accepted.

Research question four

What are the problems associated with the use of computer by secondary school
students?

Table 4

Responses on the problems associated with the use of computer by secondary school students

SN ITEM SA A D SD ∑X STD DEC

4 3 2 1
16 The internet exposes students to 26 30 32 12 270 2.70 0.2 Acc
Uncensored materials which may
lead to massive corruption

17 Students watch pornographic films 41 51 8 0 333 3.33 0.83 Acc

On the internet and that endangers
their future and may lead to sexual
harassment
18 Steady use of the computer 24 36 35 5 279 2.79 0.29 Acc
endangers one’s sight
19 Computer games and social 39 36 21 4 310 3.10 0.78 Acc
networks makes a student a
workaholic thereby making him to
 loose academic concentration
20 A student can be addicted to 54 33 7 6 335 3.35 085 Acc
computer and that makes him
not to concentrate in other school
activities as demanded by the
curriculum

Item 16 shows that the internet exposes students to Uncensored materials which may
lead to massive corruption. It has a mean score of 2.70 and that is above the cut-off
mean of 2.50. and as such it is accepted.

Item 17 shows that students watch pornographic films on the internet and that
endanger their future and may lead to sexual harassment. It has the mean score of
3.33 which is above the cut-off mean of 2.50. Hence, it is accepted.

Item 18 shows that steady use of the computer endangers one’s sight. Its mean score
is 2.79 which is above the cut-off mean of 2.50. Therefore, it is accepted.

Item 19 shows that computer games and social networks make a student workaholic
thereby making him to loose academic concentration. Its mean score is 3.10 which is
above cut-off mean of 2.50. So it is accepted.

Item 20 shows that a student can be addicted to computer and that makes him not to
concentrate in other school activities as demanded by the curriculum. It has a mean
score of 3.35 which is above the cut-off mean of 2.50. Hence, it is accepted.

Research question five

What are the negative effects of computer usage in instruction and learning?

Table 5
Responses on the negative effects of computer usage in instruction and learning

SN ITEM SA A D SD ∑X STD DEC

4 3 2 1
21 One can get wrong information on 29 45 19 7 296 2.59 0.46 Acc
the internet if not careful

22 Some search criteria beget negative 18 25 33 26 259 2.59 0.11 Acc

search results while researching
with internet and that leads to
misinformation

23 A student will not follow-up if 31 38 21 10 290 2.90 0.4 Acc

he or she enrolls in a school that
has no computer, after learning in
a formal computerized school
24 Computer increases the rate of 24 36 35 5 279 2.79 0.29 Acc
plagiarism as a student will like
to copy verbatim what he sees on
the internet to ease search stress
25 Computer makes students not to 53 29 16 2 333 3.33 0.88 Acc
reason on what they have learnt
when given take-home
assignments, they choose to use
only the internet and this affects
leaning outcome negatively

Item 21 shows that one can get wrong information on the internet if not careful. It
has a mean score of 2.59. It is accepted because the mean score is above 2.50 which
is the cut-off mean of acceptance and rejection.
Item 22 shows that some search criteria beget negative search results while
researching with internet and that leads to misinformation. It also has a mean score
of 2.59 which is above the cut-off mean of 2.50. Therefore, it is accepted.

Item 23 shows that A student will not follow-up if he or she enrolls in a school that
has no computer, after learning in a formal computerized school. It has a mean score
of 2.90 which is above the cut-off mean of 2.50. Therefore, it is accepted.

Item 24 shows that Computer increases the rate of plagiarism as a student will like to
copy verbatim what he sees on the internet to ease search stress. It has a mean score
of 2.79 which is above the cut-off mean of 2.50. Hence, it is accepted.

Item 25 shows that Computer makes students not to reason on what they have learnt
when given take-home assignments, they choose to use only the internet and this
affects leaning outcome negatively. It has the mean score of 3.33 which is above the
cut-off mean of 2.50. Hence, it is accepted.

Research question six

What are the academic impacts of computer on secondary school students?

Table 6

Responses on the academic impacts of computer on secondary school students

SN ITEM SA A D SD ∑X STD DEC

4 3 2 1
26 Students are exposed to the level 62 24 10 4 344 3.44 0.94 Acc
of competing with their colleagues
from other schools
27 Students are prepared for future ICT 41 51 8 0 333 3.33 0.83 Acc
challenges with the use of ICT tools
In instruction and learning
28 With the help of the internet, 45 40 13 2 328 3.28 0.78 Acc
students learn fast because they
research on their own after classes
29 Computer increases the rate of 18 38 40 14 290 2.90 0.1 Acc
involvement of students in learning
in secondary schools since no one
would like to be left behind in
the ICT innovation.
30 Computer makes students to learn 24 36 35 5 279 2.79 0.29 Acc
fast since one can anchor
individualized instruction
intra-personally without a teacher

Item 26 shows that students are exposed to the level of competing with their
colleagues from other schools. It has a mean score of 3.44 which is above the cut-off
mean of 2.50 and as such, it is accepted.

Item 27 shows that students are prepared for future ICT challenges with the use of
ICT tools in instruction and learning. It has a mean score of 3.33 which is also above
the 2.50 cut-off mean of acceptance or rejection. Therefore, it is accepted.

Item 28 shows that with the help of the internet, students learn fast because they
research on their own after classes. It has a mean score of 3.28 which is above 2.50
cut-off mean score. So, it is accepted.

Item 29 shows that Computer increases the rate of involvement of students in

learning in secondary schools since no one would like to be left behind in the ICT
innovation. It has a mean score of 2.90 which is above 2.50 cut-off mean. Therefore, it
is accepted.

Item 30 shows that Computer makes students to learn fast since one can anchor
individualized instruction intra-personally without a teacher. It has a mean score of
2.79 which is above 2.50 cut-off mean for acceptance or rejection. Hence, it is
accepted.

DISCUSSION AND FINDINGS

These discussion and findings of this work is done according to each research
questions.
Research question 1
To what extent is computer needed in planning and implementing educational
program?

It was found that computer helps in the planning and implementation of educational
program because;

Computer software helps educational planners to generate school curriculum.

Computer is also an ICT tool that is used for data storage, thereby reducing lost of
kept information.

It was also found that computer facilitate educational program implementation

process.

Planning is also faster when using computer.

ICT also procures E-library which helps educational planners in their researches.

Research question 2
To what extent does computer enhance the quality of education?

It was found that;

ICT tools like printer aides qualitative presentation of classwork in a hardcopy.

The Overhead projector also makes instruction attractive to both students and
teachers, thereby enhancing clarity and understanding of instructions.

The internet which is a room for all needed information by any researcher eases the
usual stress of assignments and homework.

Research question 3

What is the usefulness of computer in school administration?

It was also found that;

Computer programs are used to enhance staff record keeping administratively.

The student’s records are also stored with the computer to reduce data loss and
redundancy.

Computer also aides staff salary analysis with minimal error.

The student’s results are also processed accurately and faster with the use of
computer.

Research question 4

What are the problems associated with the use of computer by secondary school
students?

It was found that;

The internet exposes students to uncensored materials which lead to moral
degradation and destruction.

Steady use of computer also poses a health hazard to students as ones eye may be
affected.

Computer games and social networks (2go, whatsapp, twitter etc.) makes one a
workaholic, thereby aiding loss of concentration.

Students watch pornographic movies on the internet thereby increasing their sexual
libido which endangers them to raping or being raped.

Research question 5

What are the negative effects of computer usage in instruction and learning?

It was found that;

One can get wrong information from the internet as it is opened for everyone, both
scholars and non-scholars to contribute.

Some computer search criteria bring negative results leading to misinformation.

One also may not follow up easily with other students that are used to computer if he
changes school from a local (Non-ICT driven environment) school.

Research question 6

What are the academic impacts of computer on secondary school students?

It was found that;

ICT prepares students for future challenges of scientific innovation.

It makes students to learn faster as individualized instruction is enhanced by the
personal use of the internet.

It increases the rate of involvement of pupils because students are attracted to new
innovations.
CHAPTER FIVE

SUMMARY, CONCLUSION, IMPLICATIONS, LIMITATIONS, RECOMMENDATIONS AND

SUGGESTIONS FOR FURTHER STUDIES

SUMMARY

This study investigated the impact of information communication technology

(ict) on secondary school education management in Abia State. The research
centered on some selected schools within UMUAHIA Local Government Area of
Abia State.

Six research questions were formulated to guide the research, one hundred
questionnaires were designed and adopted to collect data and one hundred
respondents were given the questionnaire.

Mean and standard deviation were used in the analysis of the data. The
result of the findings showed that;

1. The respondents identified five ways computer can help in planning and
implementation of educational program.

2. A total of five factors were identified that helped in enhancing the quality
of education.

3. A total of five factors were also identified as the usefulness of computer in

school administration.

4. Five problems associated with the use of computer were also identified by
respondents.

5. Five negative effects of computer usage were also identified by the

respondents.

6. The respondents also identified five academic impact of computer on

secondary schools.
CONCLUSION

From the result obtained, the researcher concluded that computer, plays significant
role in the educational development of Abia State. This is because computer makes
for timeliness of information access and retrieval. With the use of computer,
processing, management and storage of information can be easily carried out in our
secondary schools. Computers also enable accuracy in information management.
With the use of ICT tools, educational planning will be eased. Computer education will
also help out teeming youth to be effectively empowered to face the challenges of
today’s digital world. It will also help the State and the nation to realize its vision of
technological advancement as well as meeting the goals of vision 202020. This is
because education is the anchor upon which any meaningful development in any
society rests.

IMPLICATIONS

The researcher highlighted some implications of the use of ICT tools in our secondary
education. The introduction of computer in schools will help for effectiveness in
planning and implementation of educational program. This will help in accelerating
the growth of the educational sector as well as our dear States. ICT tools also will help
to enhance the quality of teaching and learning in schools since internet, projectors
and other hardware elements procure us with more acceptable educational
interfaces. It also brings about effectiveness in school administration such that our
school administrators and policy makers in the education facets will be empowered
with requisite knowledge that will help to jumpstart the education sector. Equally, the
few problems militating against computer usage in education can be solved by
government’s proper censoring of the content of the internet.

RECOMMENDATIONS

Computer as had been noted helps in facilitating the educational development in

society. If accurate, reliable and fast information must be obtained, computerization
becomes a necessity. Based on the findings, the following are recommended.

1. ICT professionals should be employed in the secondary schools in UMUAHIA Local

government Area so that they will conduct computer training to teachers and staff of
the schools.

2. Every school within UMUAHIA Local government should be computerized.

3. Computer systems should be installed in these schools as to enhance the quality of

education and information management of the schools.

4. In house training on the use of computer should be conducted for teaching staff of
these schools.

5. Standby generating set should be provided for these schools. This will help to
simplify the problem of erratic power supply.

6. Computer systems should be installed with relevant educational software that will
help to simplify teaching and learning and make for effectiveness.

LIMITATIONS

The researcher was constrained by time and finance.

As a result, the research was concentrated on a few selected schools in UMUAHIA
Local Government Area. It took the researcher a great deal of energy, time and effort
to get the relevant materials for the research work.

SUGGESTION FOR FURTHER STUDIES

The researcher hereby recommended that other researchers may undertake such
study especially in other parts of the State particularly in other Local Government
Areas of Abia State so that generalized information can be gotten for further decision
making.

Other topics also suggested for further studies are as follows

1. Social implications of computer on secondary students

2. Consequences of not computerizing the educational system

3. The use of computer in teacher education

REFERENCES

Butcher, N.E. (2003). Technological Infrastructure and use of ICT in education in

Africa: An overview, Paris: ADEA

John W.S. (1972). Introduction to computer theory, New york, willy Press

Lauden, J.P. (1994). Information Technology and society, Carlifornia, Wadsworth

publishing company

Lauden, K.C. (1994). Information Technology and society, Carlifornia, Wadsworth

publishing company.

Lunch M.N. (1984). Computer literacy survival kit for apple 11, New york, MC-Graw
hill press.

Microsoft Encarta encyclopedia 2005 1993-2004 Microsoft cooperation

Ibezim, B.E. & Otuu, O.O. (2013). System Troubleshooting, a computer perspective,
Onitsha, Osyora publishing company.

Robyler, M.D. (2003). Integrating educational technology into teaching, New Jersey,
Pearson publications.

Wali, H.S. (2001). Information technology and the development of the northern states
problem, prospect and plan of action (a paper delivered on 24th of April, 2011)
APPENDIX

QUESTIONNAIRE ON THE IMPACT OF ICT ON SECONDARY SCHOOL EDUCATION IN

ABIA STATE.

ABIA STATE UNIVERSITY,

P.M.B 2000

Dear Respondent,

I --------------------------------------, I am undertaking a study on the impact of ICT

(Information Communication Technology) on Secondary education management in
Abia State with a particular reference to UMUAHIA Local Government Area.

The study is purely for academic purposes. Hence, I need your assistance in
answering the questions in this questionnaire.

Any information given shall be treated with utmost confidentiality.

Thanks for your anticipated cooperation.

Yours Faithfully,

------------------------------
SECTION A: PERSONAL DATA

Name of school: ………………………………………………………………………………………………

Sex: Male Female

Marital Status: Single Married Divorced

Educational Qualification: Phd. Msc. Bsc. HND

OND SSCE FSLC Others specify

SECTION B:

Instruction: Please tick (√) to indicate your response appropriately in the for optioned
rectangular boxes after each question.

Note:

SA means Strongly Agree

A means Agree

D means Disagree

DA means Strongly Disagree

Question 1

To what extent is computer needed in planning and implementing educational program?

S/N ITEM SA A D SD
4 3 2 1
1 Computer software helps
educational planners to
 generate school curriculum
which reduces stress in planning.
2 Computer serves as an ICT tool
Which stores initial educational
plans for reference purpose and
future use
3 Computer facilitates educational
Program implementation process
4 Planning and implementation
Procedures are faster when using
ICT driven tools like the internet
5 E-Library procures required tools
used in educational program
planning and Implementation.

Question 2

To what extent does computer enhance the quality of education?

S/N ITEM SA A D SD
4 3 2 1
6 Internet eases the usual stress
encountered when doing
homework or assignments

7 ICT tools like the printer aides the

qualitative presentation of class
Works when needed in a hardcopy
form
8 The computer hardware such
as the overhead projector makes
 instructions easily understood
especially in a large class
9 The internet provides the students
With all needed information to
Study even in the teacher’s absence
10 The presentation software like the
Power point exposes instructions
in an animated form which arouses
the interest of the students

QUESTION 3

What is the usefulness of computer in school administration?

S/N ITEM SA A D SD
4 3 2 1
11 Computer programs are used
administratively to enhance
staff record keeping

12 The student records are kept

electronically to reduce loss of data
and data redundancy
13 Computer aides staff salary analysis
and payroll system in the school
14 Result computing is now done
 With a computer program as at
Against the usual manual system
15 Computer increases the productivity
of the school since a teacher can
compute many students’ result in
a jiffy

QUESTION 4

What are the problems associated with the use of computer by secondary school students?

S/N ITEM SA A D SD
4 3 2 1
16 The internet exposes students to
Uncensored materials which may
lead to massive corruption

17 Students watch pornographic films

On the internet and that endangers
their future and may lead to sexual
harassment
18 Steady use of the computer
endangers one’s sight
19 Computer games and social
networks makes a student a
workaholic thereby making him to
loose academic concentration
20 A student can be addicted to
 computer and that makes him
not to concentrate in other school
activities as demanded by the
curriculum
QUESTION 5

What are the negative effects of computer usage in instruction and learning?

S/N ITEM SA A D SD
4 3 2 1
21 One can get wrong information on
the internet if not careful

22 Some search criteria beget negative

search results while researching
with internet and that leads to
misinformation

23 A student will not follow-up if

he or she enrolls in a school that
has no computer, after learning in
a formal computerized school
24 Computer increases the rate of
plagiarism as a student will like
to copy verbatim what he sees on
the internet to ease search stress
25 Computer makes students not to
reason on what they have learnt
when given take-home
assignments, they choose to use
only the internet and this affects
leaning outcome negatively
QUESTION 6

What are the academic impacts of computer on secondary school students?

S/N ITEM SA A D SD
4 3 2 1
26 Students are exposed to the level
of competing with their colleagues
from other schools

27 Students are prepared for future ICT

challenges with the use of ICT tools
In instruction and learning
28 With the help of the internet,
students learn fast because they
research on their own after classes
29 Computer increases the rate of
involvement of students in learning
in secondary schools since no one
would like to be left behind in
the ICT innovation.
30 Computer makes students to learn
fast since one can anchor
individualized instruction
intra-personally without a teacher