ADMAS UNIVERSITY

SCHOOL OF POSTGRADUATE STUDIES

Research Proposal

The Effects of Information Communication Technology (ICT) On

Academic Performance of Students in Oromia State University

Student Name: Abraham Solomon

Section 15 ID: 4477/21

Advisor Name: Zigiju Samuel (Assistant Professor)

Addis Ababa, Ethiopian

Feb 2023
Abbreviation

IT- Information Technology

ICT- Information Communication Technology

OSU- Oromia State University

GIS- Geographical Information System

MIS- Management information system

GPS- Global Positioning system

WI-Fi- Wireless Fidelity

CGPA- Cumulative Grade Point Average

UK- United Kingdom

SPSS- Statistical package for social science

LAN- Local area Network

WAN- Wide Area Network

ETS- Educational Testing Service

OLS- Ordinary least square

 Table of Contents
CHAPTER ONE..............................................................................................................................6

INTRODUCTION TO THE STUDY..............................................................................................6

1.1Background of the Study.........................................................................................................6

1.2 Statements of the Problem.....................................................................................................8

1.3 Objectives of the Study..........................................................................................................8

1.3.2 Specific Objectives.............................................................................................................8

1.4 Significance of the Study.......................................................................................................9

1.5 Scope of the Study.................................................................................................................9

1.6 Limitations of the Study.........................................................................................................9

1.7 Definition of Key Terminologies.........................................................................................10

1.8 Organization of the Paper....................................................................................................11

CHAPTER TWO...........................................................................................................................12

2.1 Introduction..............................................................................................................................12

2.2 Theoretical Literature...........................................................................................................12

2.2.1 Overview of ICT...........................................................................................................12

2.2.2 Types of ICT’s Used in Education................................................................................13

2.2.3 What is E-Learning?......................................................................................................13

2.2.4 What is Blended Learning?...........................................................................................13

2.2.5 What is Open and Distance Learning............................................................................14

2.2.6 Advantages of ICT........................................................................................................14

2.2.7 Information Communication Technology (ICT)...........................................................15

2.2.7.1. ICT and Education.....................................................................................................16

2.2.7.2 ICT and Student Performance....................................................................................16

2.2.8 Technological Factors Affecting Student Performance....................................................18

 2.2.8.1 Motivation..................................................................................................................18

2.2.8.2 Engagement................................................................................................................18

2.2.8.3 Learning......................................................................................................................19

2.2.9 Drawback of ICT for the Students....................................................................................19

2.2.10 ICT and Student Problem Solving Abilities...................................................................20

2.2.11. ICT and Student Stressed...............................................................................................20

2.2.12. Theories Underpinning ICT and Education...................................................................21

2.3 Empirical Literature Review....................................................................................................22

2.4 Research Gap...........................................................................................................................25

2.5. Conceptual Framework...........................................................................................................25

CHAPTER THREE.......................................................................................................................27

3.1 Introduction..............................................................................................................................27

3.2 Description of the study Area..............................................................................................27

3.3 Research Approach..............................................................................................................27

3.4 Research Design...................................................................................................................27

3.5 Population and Sampling Design.........................................................................................28

3.5.1 Target Population..........................................................................................................28

3.5.2 Sample Size Determination...........................................................................................28

3.5.3 Sampling Techniques....................................................................................................28

3.6 Data Source.....................................................................................................................29

3.7 Data Collection Method.......................................................................................................30

3.7.1 Questionnaire.................................................................................................................30

3.7.2 Observation...................................................................................................................30

3.7.3 Interview........................................................................................................................31

3.7.4 Document Review.........................................................................................................31

 3.8 Reliability and Validity Test................................................................................................31

3.9 Data Analysis Method..........................................................................................................32

3.9.1 Descriptive Analysis......................................................................................................32

3.9.2 Inferential Analysis.......................................................................................................32

3.10 Model Specification...........................................................................................................33

3.11 Operationalization of variables..........................................................................................34

3.12 Ethical Considerations.......................................................................................................35

Appendix I.....................................................................................................................................36

Work Plan......................................................................................................................................41

Reference.......................................................................................................................................43
 CHAPTER ONE
INTRODUCTION TO THE STUDY

1.1 Background of the Study

Information technology (IT) as well as Information and Communication ICT (ICT) must not be
confused as both terms actually come from two different fields. IT involves computers, software,
networking and IT infrastructure used for relaying or managing information in day-to day
activities for personal or working purposes. ICT refers to the use of computer-based
communication ICT that serves as a network for seeking information. This includes computer
hardware and software that can be used for transferring information resources (Goay &Wong,
2003). ICT is important not just for communication but also as an educational tool intended for
teaching, learning and research purposes. This is especially important during the current Covid-
19 pandemic, which has pushed schools, higher education institutions and training providers to
cope with ICT and ensure that effective learning continues (Chin, 2020). Thus, knowledge of
how students engage in ICT tools plays a vital role in managing and leveraging information
communication for enhancing students’ learning.

In other study Students can also benefit from ICT. A University of Oxford study found that
students who used ICT in the classroom demonstrated higher levels of engagement and improved
test results compared to those who did not (Oxford, 2017). ICT can also aid students in
maintaining organization and improving time management. In a University of Washington
research, it was discovered that students who used ICT to manage their workload had higher
grades than those who did not (UW, 2019).

In the last two decades, the direct link between using ICT, students' study habits and academic
performance have been the focus of numerous studies. Some previous studies have shown that
ICT could help students with their learning by improving communication between them and
lecturers (Valasidou & Bousiou, 2005). Tinio (2002) stated that ICT’s potential is increasing,
specifically in accessing as well as improving relevance and quality of education in developing
countries. Ismail and Mahmood (2018) found that the use of multimedia and ICT have a
significant positive influence on students’ academic performance and concluded that the use of
ICT in enhancing the learning process requires changes in the learning mode by applying new
technological strategies to meet educational objectives. In addition, the National Institute of
Multimedia Education (2009) in Japan found that exposure to educational ICT has positive
consequences on students, especially in terms of knowledge, comprehension as well as practical
and presentation skills. This means that the student’s academic worth is now being reflected in
higher order critical skills as the student shifts from lecturer-based approach to student-based
approach when applying ICT in everyday learning. Elsaadani (2015) iterated that ICT skills is
one of the most important skills that should be possessed by IT graduates as it is highly
demanded in the industry.

According to studies, ICT can boost students' academic achievement in African nations. For
instance, a 2015 study in Ethiopia indicated that the usage of tablet computers in the classroom
boosted student engagement and motivation as well as academic achievement in math and
English language abilities (Assefa & Ergete, 2015).Similar to this, a 2016 study in Nigeria
discovered that students' performance in science, English language, and math was enhanced by
the usage of computers in the classroom (Oyelami et al., 2016). In other study a significant area
of study in recent years has been the detrimental effects of ICT on school performance in African
nations. Studies have examined how ICT affects student behavior, academic achievement, and
involvement (Hussein, 2020; Ogunlade, 2019). According to this research, increased use of ICT
can have negative effects on academic performance, focus, and distraction (Hussein, 2020;
Ogunlade, 2019). Furthermore, several studies have indicated that using ICT may cause students
to become less motivated and engaged, which may result in poorer academic achievement
(Hussein, 2020; Ogunlade, 2019).

In this study, the researcher will examine the various ways that using ICT can impact student’s
academic achievement, depending on who is using it and how. One of the most crucial issues in
education is how ICT affects student’s performance. It has to do with a student's capacity for
learning, attitude toward learning, and drive to learn. Therefore, to further explore this issue, this
study intended examine the effects of ICT on students’ academic performance, especially OSU
students.
1.2 Statements of the Problem
The focus of any discussion about academic achievement continues to be students' academic
performance. ICTs open a door for educational institutions and other organizations to harness
technology and use it to enhance and support the process of learning and research. However,
despite the OSU's strong support for ICT-assisted research and learning, the university still has to
figure out how to transform students' academic performance by equipping them with the skills
they need to function effectively in this dynamic, information-rich, and constantly changing
environment. The main issues are the following: a lack of internet access, a lack of computer
access, a lack of awareness regarding the accessibility and usability of the computer in students'
academic performance, and a lack of more professionals to train in these areas. There is no equal
access for all students to other students. The usage of ICT facilities for unnecessary activities
was another issue that was brought up. Due to free access to ICT and related services, some
students waste their time visiting unneeded and prohibited websites. Last but not least, many
students at Oromia State University find it challenging to use technology in the classroom and
other settings for research and education.

1.3 Objectives of the Study

1.3.1 Main Objective of the Study

The major objective of the study is to examine the effect of Information and communication on
student performance in the case of Oromia State University.

1.3.2 Specific Objectives

On the basis of the above general objective, this research paper derives the following specific
objectives, which are:

1. To examine students ICT’ skills on academic performance.

2. To analyze education ICT’s facilities on academic performance.
3. To examine utilization of ICT’s in teaching on OSU and academic performance.
4. To assess student’s attitude toward ICT’S.
1.4 Significance of the Study
The study is crucial because it sheds light on how ICT at Oromia State University affects
students' academic performance. By examining the academic contributions of ICT, the study will
help to find areas where ICT may be used to improve student performance, such as by
facilitating cooperation between students and teachers, granting access to online resources, and
using e-learning tools. The study will also shed light on how ICT could enhance student
motivation and engagement. Universities can better customize their teaching practices to better
match the requirements of their students by analyzing how ICT affects student performance.

The results of this study can also be used to inform the university's regulations on how to use
ICT in the classroom, as well as what kinds of ICT are acceptable. It can also shed light on how
well the University's current ICT usage regulations are working as well as offer direction for
future policy development. This research can also assist the university's overall ICT strategy and
funding choices for ICT investments. Finally, the findings of this study can help the university
make decisions about how to allocate funds to support technological activities.

1.5 Scope of the Study

The scope of the study is to examine the effect of ICT on student performance at the main
campus of Oromia State University (OSU), which is conducted over a period from October 1 to
June 2015. And the study utilized both a qualitative and quantitative approach, collecting data
from a survey with students. The study focused on the uses of ICT in education, and the impact
of ICT on student performance. Finally, the geographical scope of the study covers the main
campus of the university, which is located in the city of Batu (Ziway).

1.6 Limitations of the Study

A research on how ICT affects student performance at Oromia State University may have some
of the following limitations:

1. Access to ICT may be restricted to a select group of students, which could have an
impact on the reliability of the results.
2. Study timeframe: Due to its short duration, the study may not adequately account for the
long-term effects of ICT on student performance.
 3. Cultural and socioeconomic issues should be taken into account when conducting the
study because they may have an impact on how students use ICT and their academic
achievement.
4. Because the study was only conducted for one semester, it was challenging to assess the
long-term effects of ICT on student performance.
5. Because the study relied on self-reported data, it was challenging to confirm if the
claimed result was accurate.

1.7 Definition of Key Terminologies

 ICT is the practical application of scientific knowledge, particularly in industry.
 Face book is a free social networking website that encourages and makes it easier for
people to engage with friends, family, and coworkers.
 Twitter is a free social media platform where users may submit brief messages known as
tweets.
 Google Play, formerly the Android Market and often known as the Google Play Store, is
a digital distribution platform that is run and created by Google.
 Telegram Messenger is a globally accessible premium, cross-platform, encrypted, cloud-
based and centralized instant messaging service. 
 Academic: it implies things connected with education especially in schools and
universities. It involves a lot of reading and studying rather than practical or technical
skills.
 Performance: how well or badly you do something. For example high performance. The
new management of the school aims to improve student’s academic performance;
 Effect: a change that soothing or somebody causes.
 ICT: information and communication ICT means the study or use of electronic
equipment such as computers internet Facebook cell phone etc., for storing acquiring and
analyzing information.
 Computer: an electronic machine that can store, organize and find information, do
calculation and control other machine.
 Internet: an international computer network connecting ether network and computers
from companies universities countries government broadcasting station etc.,
  Server: a computer program that control s or suppliers information to several computers
connected to a network.
 Cell phone: it is a digital computerized wireless phone used to communicate between
two individuals. It can store, retrieve and send information.
 World Wide Web: a system for finding information on the (w.w.w) internet in which
documents are connected to other documents using hypertext links.
 G.S.M: global mobile system of communication.

1.8 Organization of the Paper

The study comprises five main chapters. Chapter one is devoted to the general introduction
covering the background of the study, the statement of the problem, the objectives, significance,
scope, limitations, and how the research was organized. Chapter two is mainly concerned with
the review of related literature and gives a detailed explanation of the issue. Chapter three
provides the methodology that was applied to achieve the research objectives, including the
primary data and method of analysis. Chapter four covers the analysis and presentation of data.
This chapter discusses the results obtained in accordance with the research questions. Finally,
chapter five deals with a summary of findings, a conclusion, recommendations and future
research areas.
 CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1 Introduction
The chapter on literature reviews gives a summary of the works that are relevant to the study's
topic. The research is examined, along with the numerous ideas, approaches, and conclusions
that have been made, and important areas for additional study are pointed out. The review begins
with a discussion of ICT and students, and then it analyzes the literature on the topic, looking at
current trends and knowledge gaps. And it reviews the empirical and conceptual framework of
the study.

2.2 Theoretical Literature

2.2.1 Overview of ICT

Over the past few decades, theoretical literature on the effect of ICT on student performance has
drawn more and more attention from researchers. To explain how ICT affects student
achievement, a number of theories have been put forth.

The "social constructivist" idea, which contends that ICT may affect students' academic
achievement in both favorable and unfavorable ways, is one of the most frequently accepted
theories. According to this hypothesis, ICT can give students more chances for interaction and
exploration, which will improve their performance. ICT can boost learning, but it can also cause
distractions and a decline in student involvement, which lowers student achievement.

The "affordance theory," which contends that ICT can give students "affordances" or options for
action, is another widely recognized viewpoint. According to this notion, ICT can give students
additional chances to participate in important and creative activities, which will improve their
performance. Additionally, ICT may cause students to become less engaged in their studies,
which will impact their performance.

Lastly, the "human-computer interaction" idea postulates that ICT can be used to enhance
student and teacher collaboration and communication. This hypothesis contends that ICT can
give students additional chances to communicate with teachers, improving academic
performance. Additionally, ICT may cause students to become less engaged in their studies,
which will impact their performance.

Overall, the theoretical literature contends that ICT may influence students' academic
performance in both favorable and unfavorable ways.

2.2.2 Types of ICT’s Used in Education

ICTs stand for information and communication technologies and are defined, for the purposes of
this primer, as a diverse set of technological tools and resources used to communicate, and to
create, disseminate, store, and manage information. “These technologies include computers, the
Internet, broadcasting technologies (radio and television), and telephony”. In recent years there
has been a groundswell of interest in how computers and the Internet can best be harnessed to
improve the efficiency and effectiveness of education at all levels and in both formal and non-
formal settings. “But ICTs are more than just these technologies; older technologies such as the
telephone, radio and television, although now given less attention, have a longer and richer
history as instructional tools”. For instance, radio and television have for over forty years been
used for open and distance learning, although print remains the cheapest, most accessible and
therefore most dominant delivery mechanism in both developed and developing countries. “The
use of computers and the Internet is still in its infancy in developing countries, if these are used
at all, due to limited infrastructure and the attendant high costs of access” (Aribamikan, 2007).

2.2.3 What is E-Learning?

Although most commonly associated with higher education and corporate training, e-learning
encompasses learning at all levels, both formal and non-formal, that uses an information network
—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course
delivery, interaction, evaluation and/or facilitation. “Others prefer the term online learning. Web-
based learning is a subset of e-learning and refers to learning using an Internet mainly using a
browser (such as Chrome or Firefox or Internet Explorer)”. It can also be viewed as learning
through the use of electronic devices.

2.2.4 What is Blended Learning?

Another term that is gaining currency is blended learning. “This refers to learning models that
combine traditional classroom practice with e-learning solutions”. For example, students in a
traditional class can be assigned both print-based and online materials, have online mentoring
sessions with their teacher through chat, and are subscribed to a class email list. “Or a Web-
based training course can be enhanced by periodic face-to-face instruction”. Blending was
prompted by the recognition that not all learning is best achieved in an electronically-mediated
environment, particularly one that dispenses with a live instructor altogether. “Instead,
consideration must be given to the subject matter, the learning objectives and outcomes, the
characteristics of the learners, and the learning context in order to arrive at the optimum mix of
instructional and delivery methods” (Asiabeka, 2010).

2.2.5 What is Open and Distance Learning

“Open and distance learning is defined by the Commonwealth of Learning as a way of providing
learning opportunities that is characterized by the separation of teacher and learner in time or
place, or both time and place; learning that is certified in some way by an institution or agency;
the use of a variety of media, including print and electronic; two-way communications that allow
learners and tutors to interact; the possibility of occasional face-to-face meetings; and a
specialized division of labor in the production and delivery of courses”.

2.2.6 Advantages of ICT

Information and Communication Technologies have recently gained groundswell of interest. It is
a significant research area for many scholars around the globe. “Their nature has highly changed
the face of education over the last few decades. For most European countries, the use of ICT in
education and training has become a priority during the last decade”. “However, very few have
achieved progress. Indeed, a small percentage of schools in some countries achieved high levels
of effective use of ICT to support and change the teaching and learning process in many subject
areas”. Others are still in the early phase of Information and Communication Technologies
adoption.

Many teachers use ICT to support traditional learning methods, for example, information
retrieval in which students are ‘passive learners of knowledge instead of ‘active producers able to
take part in the learning process. “In a document entitled teaching and learning with ICT, Galea
(2002) explains how ICT can promote teaching and learning. According to her there are two
main reasons behind increasing the use of ICT in education in UK”. Firstly, ICT can change the
lessons’ pace: she stated that children in modern society need to develop sufficient potentials and
skills that enable them to take full advantage from the new opportunities that ICT offer. “Second,
there are groundswells of interest of academic researchers in UK in how technological tools can
enhance the quality of teaching and learning in schools, and so help learners to achieve better
outcomes”. Furthermore, it has been proved that new technologies have lots of benefits on the
students (Lawsent& Vincent, 1995).

2.2.7 Information Communication Technology (ICT)

ICT is the practical application of scientific knowledge, particularly in industry (Oxford English
Dictionary, 2018). It is a broad phrase that covers a variety of equipment, devices, and
procedures designed to simplify and improve daily living. Our lives now revolve around ICT,
whether it is in the form of work, play, or communication. Also, it has altered how we engage
with the environment, including how we purchase and how we travel (Piscitelli, 2018).
Additionally, ICT has had a significant impact on society, affecting everything from how we
perceive and relate to one another to how we get information and pass the time (Gershenfeld,
2018).

In accordance with another definition, ICT is the practical application of scientific knowledge,
particularly in industry. It is a comprehensive phrase that covers a variety of apparatus,
components, methods, and procedures applied to solve issues and produce new goods and
services (Laudon; Laudon, 2020). Process automation, increased effectiveness, and cost
reduction are all possible with ICT. Additionally, it can be applied to increase customer service,
improve communication, and develop new goods or services. Manufacturing, healthcare,
education, transportation, communication, and entertainment are just a few of the industries
where ICT can be used.

ICT is employed in the educational field to enhance teaching and learning. Access to internet
resources, the creation of interactive learning environments, and improved student-teacher
interaction are all made possible by ICT. Moreover, ICT can be utilized to build virtual
classrooms where students can access course materials and communicate with one another
online.
2.2.7.1. ICT and Education
ICT is now being used more frequently in education to support teaching and learning. In this
overview of the literature, we'll look at the theoretical research on ICT use in schools and talk
about how it affects both teaching and learning.

The effectiveness of ICT-based instruction and its effects on student performance have been the
main topics of substantial research into the use of ICT in education over the last few decades.
The Educational Testing Service (ETS) carried out one of the first studies on the application of
ICT in education in the 1970s. According to the study, students performed better on tests when
they utilized computers to complete them than when they didn't, and when they used computers
for instruction (Lambert & Wilson, 1975).

More recent research has concentrated on the use of ICT to support classroom learning. For
instance, Zhang and colleagues' (2013) study, which looked at tablet computer use in the
classroom, discovered that students who used tablets performed better on examinations than
those who did not. Other studies have looked at the use of ICT to encourage student
collaboration, including the use of online discussion forums (Gillani et al., 2013).

The effects of ICT on teaching and learning have been examined in the theoretical literature on
the use of ICT in education. For instance, research suggests that ICT can improve teaching and
encourage student engagement and collaboration (Bennett &Maton, 2014). Additionally,
students may have access to a variety of resources and information through ICT, which may be
used to enhance conventional learning (Chen & Hwang, 2016).

Finally, it has been discovered that ICT has a favorable impact on student involvement and
motivation (Kirkwood & Price, 2012). ICT use in the classroom can give students a more
involved and interesting learning experience, which can boost motivation and engagement
(Garrison & Cleveland-Innes, 2005).

2.2.7.2 ICT and Student Performance

The relationship between the use of ICT and students’ performance in educational institutions is
not really clear and there are some contradictory findings in previous literature. Earlier studies
have failed to provide a clear agreement about the effects of ICT on students’ achievement
(Youssef and Dahmani, 2008). Effects of ICT on teaching and learning of IT is immeasurable.
Ngozi (2001) stated that the benefits of IT benefits are numerous. Fuchs and Woessmann (2004)
found that there is a positive relationship between the effectiveness of computer usage for
instruction and students’ academic achievements. Bonnet and Dunne (1997) argued that the use
of ICT can positively transfer knowledge to students. The availability of ICT resources enhances
learning by making education less dependent on different teaching qualities and making
education available at home throughout the day (Mbwesa, 2002). Furthermore, the availability
and use of ICT can help students exploit enormous possibilities for acquiring information for
schooling purposes and increase learning through communication (Riel, 1998). On the other
hand, Leuven (2004) concluded that there is no evidence indicating a relationship between
educational use of ICT and students’ academic performance. Tinio (2002) also disagreed that
ICT’s potential is increasing, especially in of access as well as improving the relevance and
quality of education in the country. Students may use ICT for leisure time activity purposes,
which lead to less time for studying. Online gaming and increased communication channels do
not necessarily mean increased achievement (Youssef and Dahmani, 2008). Research on the use
of computers in classrooms and its influence on students’ achievements has reported no
influence or negative influence when using computers for instructional purposes (Angrist and
Lavy, 2002; Rouse and Krueger, 2004)

Education professionals have been interested in the impact of ICT on student achievement for a
long time. This study of the literature will examine the current research on how ICT use affects
student performance. The theoretical literature on the subject, particularly how ICT affects
student engagement, motivation, and learning outcomes, will be the main emphasis of this
review.

 Motivation

Student motivation has been demonstrated to benefit from ICT. Students who used a tablet
computer for their schoolwork reported higher levels of motivation than those who utilized
paper-based materials, according to a study by Chen, Hsu, and Lin (2015). Additionally, it has
been demonstrated that using ICT in the classroom raises student involvement, which in turn
results in higher levels of motivation (Chen et al., 2015).
  Engagement

Additionally, research has shown that using ICT in the classroom can increase student
involvement. Students who used a tablet computer for their coursework reported better levels of
interest than those who utilized paper-based materials, according to a study by Chai, Koh, and
Tsai (2013). Additionally, it has been discovered that using ICT in the classroom increases
student engagement because engaged learners are more willing to use ICT (Chai et al., 2013).

 Learning Outcome

The outcomes of student learning have been found to be improved by the use of ICT in the
classroom. Students who utilized a tablet computer for their schoolwork reported higher levels of
academic success than those who used paper-based materials, according to a study by Wang,
Huang, and Tsai (2014). The use of ICT in the classroom has also been found to increase student
comprehension of the topic, as active participation in the learning process is more likely when
ICT is present (Wang et al., 2014).

2.2.8 Technological Factors Affecting Student Performance

The theoretical literature on how ICT affects student performance is reviewed in this section. It
looks at the different ways that ICT influences student performance, including how it affects
learning, engagement, and motivation.

2.2.8.1 Motivation
ICT has a significant impact on how motivated students are to learn. ICT can be utilized to boost
student motivation by giving feedback, creating chances for collaboration, and giving students a
sense of control over their learning, according to a study by Chen et al. (2015). ICT may also
provide a more participatory and engaging learning environment for pupils, which can boost
their motivation.

2.2.8.2 Engagement
The usage of ICT can also help students become more involved in their education. A study by
Zhao and Lei (2018) found that ICT can boost student engagement by giving students chances to
engage with one another and the subject matter and by giving them a better tailored educational
experience. ICT may also provide a more interesting learning environment for pupils, which can
help to boost their engagement.

2.2.8.3 Learning
ICT can also be used to aid in students' academic progress. ICT can be utilized to enhance
student learning by giving students more dynamic and interesting learning opportunities, as well
as by giving them feedback and support, according to a study by Wang, et al. (2017). By giving
students access to simulations and visual representations of the material, ICT can also aid in
improving student comprehension.

2.2.9 Drawback of ICT for the Students

ICT has completely changed how students connect with their surroundings and learn. The
employment of ICT in the classroom does have certain drawbacks, though. Theoretical literature
assessment of possible negative effects of ICT on students is provided below.

First, ICT may cause students to become less engaged. Some students may become distracted by
ICT and lose interest in the lessons being taught as a result (Garrison & Cleveland-Innes, 2005).
Additionally, because students are more likely to connect with ICT than with one another, ICT
may prevent students from working together effectively (Lauricella, et al., 2014).

Second, using ICT can make students study less. According to research, ICT can hinder student’s
ability to study since they may become overloaded with the information they are exposed to
(Chen, et al., 2015). ICT can also result in a decline in critical thinking abilities since students
may rely more on it than on their own knowledge and comprehension of the subject (Garrison &
Cleveland-Innes, 2005).

Third, using ICT can make students less motivated. Due to the possibility that they would grow
bored or distracted by it, students may become less motivated as a result of ICT (Lauricella, et
al., 2014). Additionally, ICT may cause kids to grow dependent on it and less inclined to take
initiative to learn independently, which can result in a decline in student autonomy (Garrison &
Cleveland-Innes, 2005).

And finally, ICT may have a negative impact on students' health. ICT can exacerbate physical
and mental health problems like obesity, sadness, and anxiety, according to research (Chen, et
al., 2015). Additionally, ICT use can result in a drop in physical activity since children may be
less willing to exercise when using ICT (Lauricella, et al., 2014). ICT can, overall, be a useful
tool for students, but it can also have certain negatives. In order to maximize the advantages of
ICT for students, it is crucial for educators to be aware of any potential drawbacks and think
about how to address them.

2.2.10 ICT and Student Problem Solving Abilities

According to research, there are several ways that ICT can help students solve problems. ICT,
for instance, can be utilized to give students access to data, concepts, and tools that can improve
their comprehension of and ability to solve problems (Kirkwood & Price, 2014). ICT can also
give students feedback on their approaches to problem-solving, enabling them to spot and fix
errors (Yuan et al., 2015). Additionally, ICT can be used to give students visual representations
of issues so they can comprehend them and the solutions to them better (Lai & Wu, 2013).

Additionally, ICT can be utilized to encourage group problem-solving, which can aid in the
improvement of pupils' problem-solving abilities. Students may get access to shared resources
through ICT or may work in real-time with classmates (Kumar & Jain, 2016). By giving them
the opportunity to talk about their ideas and get feedback from their classmates, this can aid kids
in developing their problem-solving abilities (Kumar & Jain, 2016).

Studies have also indicated that there are other ways that ICT can help students enhance their
problem-solving abilities. For instance, by offering students individualized teaching and
feedback in adaptive learning environments, ICT can help them improve their problem-solving
abilities (Rosenberg et al., 2017). Additionally, by giving students interesting and difficult tasks,
game-based learning environments can aid students in developing their problem-solving abilities
(Hwang et al., 2016).

2.2.11. ICT and Student Stressed

Both good and bad effects of ICT have been felt greatly by students. On the one hand, ICT has
improved student learning and success by enabling them to access more knowledge and
resources than ever before. On the other side, ICT use among students has also been associated
with higher levels of stress and anxiety.
ICT use is associated with increased levels of stress in students, according to a study by the
American Psychological Association. According to the study, stress levels were higher among
pupils who used ICT for school-related tasks than among those who did not. Also, pupils who
used ICT for amusement had higher stress levels than those who did not.

ICT use can also prevent you from getting enough sleep, which raises your stress levels even
more. According to a National Sleep Foundation study, students who use ICT in the evening are
more likely than those who do not to have sleep loss. Also, the study discovered that late-night
ICT use increased the likelihood of daily tiredness in pupils, which could compromise their
academic performance.

The urge to stay current with ICT is one of the biggest sources of stress for students. Students
may experience overwhelm and anxiety due to the continual emergence of new goods,
applications, and social media platforms. This may cause inadequacy feelings and a dread of
losing out.ICT can sometimes cause a feeling of disconnection. Since so much of our
communication now occurs online, it can be challenging for kids to establish deep connections
with their peers. Stress levels may rise as a result of these emotions of loneliness and isolation.

And last, using ICT can result in more distraction. In a study conducted at the University of
California, Berkeley, researchers discovered that students who utilized ICT while studying were
more likely to become distracted and struggle to concentrate. Lower grades and more stress may
result from this.

For students, ICT may generally be a double-edged sword. It can give you access to important
materials and knowledge, but it can also make you more stressed out, sleep deprived, and
distracted. As a result, it's critical for student to exercise caution when using ICT and control
their stress levels.

2.2.12. Theories Underpinning ICT and Education

In recent years, ICT and education have gotten more and more entwined, and this link has far-
reaching effects. The use of ICT in education is supported by a number of theories, which are
examined in this theoretical literature review along with how they influence current practice.
Prensky (2001), Tapscott (1998), and Warschauer, among other well-known researchers in the
field, will all be cited in the review (2003).
  According to Prensky (2001), ICT can support individualized learning by letting students
learn at their own pace and in their own style. He contends that ICT can be utilized to
develop an "interactive learning environment" in which pupils can engage with both the
curriculum and one another. The use of ICT, he continues, can create a "dynamic,
responsive learning environment" that can be adjusted to each student's needs.
 According to Tapscott (1998), ICT can be utilized to establish a "collaborative learning
environment" in which students can cooperate to find solutions and advance their skills.
He contends that ICT may be utilized to foster communication among students and
between students and teachers, as well as to establish "virtual classrooms" that permit
information sharing and teamwork.
 ICT, according to Warschauer (2003), can be utilized to create "flexible learning
environments" where students can access materials from any location. He contends that
such a setting can help students study in a more individualized fashion and acquire skills
that are pertinent to their individual needs and interests.

In conclusion, the theories described in this literature review imply that ICT can be leveraged to
develop individualized, team-based, and adaptable learning environments. These theories are
informed by empirical data and guide current ICT use in education practices. Students' learning
experiences can be improved with the help of ICT, which can also help with cooperation and
communication. It can also be utilized to make learning environments more flexible so that
students can access materials from anywhere.

2.3 Empirical Literature Review

In recent years, there has been a lot of discussion surrounding the use of ICT to improve student
performance. ICT can impact students' academic performance in both favorable and unfavorable
ways, according to research. To assess the effect of ICT on student performance, a thorough
empirical literature evaluation of studies on the subject was done.

Studies on the impact of ICT on student achievement have yielded conflicting results. For
instance, when ICT was used in the classroom, "mixed results" were found in terms of student
performance, according to a systematic study of 18 studies (Richey, Gifford, & Alexander,
2014). Yoo, Choi, and Park (2015) used a randomized control experiment to compare the
academic outcomes of students in a computerized science classroom to those in a non-
computerized classroom. They found that students in the computerized classroom outscored
those in the non-computerized classroom on tests of scientific knowledge. The results were not
uniform across all subject areas, and on tests of creativity and problem-solving, students in the
computerized classroom underperformed those in the non-computerized classroom.

Other studies have shown that ICT has a positive effect on academic attainment. A 2016 study
by Baccigalupi and Kwok, for instance, found that using educational ICT in the classroom
improved student engagement and academic achievement. According to the study conducted by
Lin, Chen, and Chang's in 2017, incorporating game-based learning improved student learning
outcomes in physical education.

The majority of research conducted on this topic has yielded conflicting results, demonstrating
that the effects of ICT on student performance may vary depending on the location, the ICT
used, and the purpose of the intervention. It should be noted that not all students may find ICT to
be an appropriate solution, as some youngsters may find it scary or difficult to use. Therefore,
educators should carefully assess the individual learning goals, demands, and preferences of each
student when deciding whether and how to integrate ICT into the classroom.

One study, carried out by Zhang and Zhao (2016), looked at how ICT affected a sample of
Chinese middle school students' academic performance. According to the study, students who
used ICT in their coursework performed much better on tests than those who did not. The survey
also discovered that students who used ICT in their learning were more likely to remain attentive
in class and were more motivated.

In a different study, Lee and Kim (2017) looked at how ICT usage affected the academic
performance of a sample of South Korean high school students. According to the survey, kids
who used ICT in their education performed much better academically than their counterparts
who did not. The study also discovered that students who employed ICT in their studies had
greater levels of self-efficacy and were more likely to be engaged in their studies. The effect of
ICT on student achievement has been the subject of in-depth study and has long been discussed
in a range of publications. The majority of empirical studies have discovered that when
educational ICT is effectively integrated into instruction, it improves students' academic
achievement.

For example, Collins, Cavanaugh, and Lewis (2009) investigated how ICT affected secondary
school students' academic performance. Ten trials on primary and secondary students who
utilized computers to accomplish tasks were used by the researchers in a meta-analysis of several
research studies from various sources. The meta-findings analysis's showed that ICT
significantly improved student performance.

Similar to this, Purushotma, Cho, and Yeo (2008) employed ICT and inquiry-based learning to
assess the effects on student accomplishment. This study examined the performance of students
in the experimental and control groups, finding that students who used ICT for instructional
activities performed better than their counterparts in the control group.

In addition, a 2006 study by McLeod, Hu, and Fisher found that utilizing ICT increased student
achievement. The authors conducted an empirical study to assess the performance of students
who participated in interactive multimedia and web conferencing in their classes. They found
that, on average, kids who used ICT in the classroom outperformed their non-technological
peers. Additionally, a study by Ahmed and Al-Hassan (2019) looked at how ICT affected a
sample of Jordanian college students' academic performance. The poll found that children who
employed ICT in their education outperformed their peers in terms of academic performance.
The study also found that students who used ICT in their studies were more likely to be engaged
in their academics and had higher levels of self-efficacy.

Finally, Kim and Davis (2005) looked at the impact of instructional ICT on student achievement
in another study. The purpose of this study was to explore the impact of ICT-based training on
academic achievement using a high school student randomized-controlled trial. The results
showed that students who took part in ICT-based instruction did better academically than
students in the control group. Overall, empirical evidence supports the notion that ICT can
enhance student achievement. Students have more opportunities to actively participate in their
education thanks to ICT-based instruction, which boosts their motivation and engagement and
enhances performance.
2.4 Research Gap
Ethiopian students' use of ICT has not been the subject of much research. Instead of examining
how ICT affects student performance, the majority of the research that is currently accessible
concentrates on how ICT is used in the classroom. Also, the investigations that have been carried
out are shallow and primarily qualitative. The lack of study in this area is especially evident
when attempting to determine how ICT affects student performance in various settings. For
instance, the majority of research has concentrated on how ICT is used in cities, but the effects of
ICT on rural areas are still mostly unclear. Also, there is a dearth of research on how ICT affects
various student cohorts, such as those from various socioeconomic backgrounds or regions of the
nation.

Research is also required to determine how ICT affects student involvement and motivation. This
is particularly significant because ICT may be utilized to increase student motivation and
engagement, which can result in greater student performance. Another research void is the lack
of research on the effects of ICT on many forms of student performance. The impact of ICT on
student collaboration, engagement, and motivation, for instance, has received little attention from
researchers. The effects of ICT on students' preferred learning methods and styles are also not
sufficiently studied.

Researchers and educators are becoming more interested in the study of how ICT affects student
achievement because the aspect of ICT and its advancement are frequently changed. But there is
still a lot to learn and investigate about how ICT affects student performance.

2.5. Conceptual Framework

This study will be conducted based on a conceptual framework drawn from the empirical
literature reviewed and explained above. Conceptual framework is the conceptual model of how
one theory makes a logical sense of the relationship among several factors that have been
identified as important to the problem (Sekaran, 2003). The main determinant variables and
methods of model specification in various research works of the literature will be identified.
Figure 2.1 shows the conceptual framework of independent variable measured by students ICT’s
skills, educational ICT facilities, educator’s utilization of ICT and Students’ attitude towards ICT
and dependent variables is effects of ICT’s on student academic performance measured by
CGPA of students on OSU for this study.
Fig.2.1: Conceptual Framework

Independent Variables Dependent Variable

Students ICT’ skills

Education ICT’s
facilities Student’s

Utilization of ICT’s Academic

Student’s attitude

Source: Compiled based on the literature (2023)

 CHAPTER THREE
METHODOLOGY OF THE STUDY

3.1 Introduction
The study's methodology is covered in detail in this chapter. The target audience, data collection
techniques, data analysis procedures, and research design are all included in this subsection.

3.2 Description of the study Area

Oromia State University (OSU) is located in the Oromia region of Ethiopia, and is the largest
public university in the country. It is a comprehensive university with a wide range of academic
disciplines and research activities. The university has a student population of over 19,960, with a
majority of students coming from the Oromia region and it consist more than 25 branches in all
over Ethiopia. This study will examine the effect of ICT’s on student performance at OSU. The
research will also consider the impact of ICT on student engagement, motivation, and academic
performance. It will also explore the ways in which ICT can be used to support teaching and
learning, and the potential challenges that may arise in the implementation of ICT -based
learning initiatives.

3.3 Research Approach

In this study, mixed method approach where both quantitative and qualitative research methods
are combined will be used. Students will be surveyed as part of the research design to learn how
much ICT they use and how that affects their academic performance. The survey will gather
information on the types of ICT utilized how frequently it is used, and how ICT affects academic
performance. To ascertain the effect of ICT on academic performance, the survey data will be
examined. In order to give the findings additional context, the research approach will also
incorporate a review of previous literature.

3.4 Research Design

The set of techniques and procedures used to gather and analyze measurements of the variables
listed in the research topic constitutes a research design (Wikipedia). A research design is a plan
for a clear description of objectives and reasoning (Chopra, 2012).
This study employed both descriptive and explanatory research designs. Its main objective was
to examine how ICT affected students' academic performance at the Main campus of the Oromia
State University. Since the data affected the outcome, it was accurate and dependable; otherwise,
the study's findings would not have been legitimate.

3.5 Population and Sampling Design

3.5.1 Target Population

A population is another name for a clearly defined group of people or things that are recognized
to share certain traits (Business Explorable, 2017). The target population for the study will be
Main campus Postgraduate and undergraduate Student of Oromia State University additionally,
which includes instructor and academic staffs. The total number of Student in OSU is 960
individuals.

3.5.2 Sample Size Determination

Regarding to the respondents, the researcher used Yemane’s formula (1967), in order to
determine the sample size of the population. The researcher will utilize Yamane’s (1967)
formula for determining sample size at 95% confidence level and P=0.05 to obtain the proper
sample size.

N
n= 2
1+ N ( e )

Where:

n= is sample, N= Total Population

(e) = 0.05 or allowance of random error

Thus, the sample size for this investigation will be determined using the following formula:

960
n= = 282
1+ 960 ( 0.05 )2

Accordingly, the number of sample items from the target population of 960 students was 282.
 3.5.3 Sampling Techniques
The selection of a sample of students gathers from Main campus Student of Oromia State
University it will be done using probabilistic sampling approaches. To obtain a representative
sample of the entire population, students will be chosen using random sampling to choose the
necessary number of samples from the population. Furthermore, a probability random sampling
technique was adopted because it gives equal chance to everyone in the samples.

sample ¿ number of students∈each stratum× 282¿ ¿

Undergraduate Students from Each Department

No Name of the Department Total Number of Student Proportional Sample Size
1 Law 60 18
2 IT 200 59
3 Management 180 54
4 Accounting and Finance 400 117
Total 840 248

Postgraduate Students from Each Department

No Name of the Department Total Number of Student Proportional Sample Size
1 Leadership 60 17
2 MBA 60 17
Total 120 34

Postgraduate and Undergraduate Total Respondents

NO Department Total Number of Student Proportional Sample Size
1 Undergraduate 840 248
2 Postgraduate 120 34
Total 960 282

Table 1: Proportional Distribution of Sample to each stratum

3.6 Data Source
Data from both primary and secondary sources will be used in the study. Diverse information
will be gathered from students about the application, practice, and effect of ICT on academic
performance. The secondary information on the aforementioned subject will be also gathered
from university websites, annual reports, books, and organizational documents.

3.7 Data Collection Method

3.7.1 Questionnaire
Study data will be collected using questionnaires, which will be distributed to 154 students from
one of the government universities in Ethiopia. The questionnaire will be divided into five
sections, comprising section A concerning demographic profiles and the dependent variable,
while section B to Section E will be specifically reserved for the independent variables in this
study. However, the variables included in section B until section E will be used a five-point
Likert scale as a tool for measuring the variables. Each section comprises of 5 to 10 questions
and the scales based on a five-point Likert scale, where 1= strongly disagree, 2= disagree, 3=
neutral, 4= agree and 5= strongly agree on the circumstances that could affect the students’
academic performance. The average score for each category was used to represent the result for
each independent variable. Academic performance, which was the dependent variable, was
measured based on the respondents’ Cumulative Grade Point Average (CGPA) in the recent
semester at the time the data were collected.

In general Students at Oromia State University's main campus in Batu were surveyed for the
study in order to gather data. Carefully constructed closed-ended questionnaires with scaled
questions will be used to collect and produce all required data. Data will be carefully categorized
to make it easy for respondents to comprehend and provide feedback. To understand the
respondents' level of agreement with each statement, the researcher used a Likert scale.

3.7.2 Observation
Lastly observation will be used. Observations in the classroom: These observations can be
utilized to see how ICT is applied in the classroom and how it affects student achievement.
Researchers can obtain insight into how ICT is being utilized, how it is affecting student
performance, and what modifications can be made to enhance outcomes by studying students in
their natural setting. Researchers can determine how ICT is being used to assist learning, how
students are interacting with it, and how it is affecting students' motivation and engagement
through observation. Additionally, observation can shed light on the difficulties kids encounter
when utilizing ICT and the methods they use to overcome those difficulties.

The observations can be utilized to see how ICT is applied in the classroom and how it affects
student achievement. Researchers can obtain insight into how ICT is being utilized, how it is
affecting student performance, and what modifications can be made to enhance outcomes by
studying students in their natural setting. Researchers can determine how ICT is being used to
assist learning, how students are interacting with it, and how it is affecting students' motivation
and engagement through observation. Additionally, observation can shed light on the difficulties
kids encounter when utilizing ICT and the methods they use to overcome those difficulties.

3.7.3 Interview
Interviews take longer and need more resources than questionnaires because they demand more
thorough responses. To obtain the same amount of information as you could through a
questionnaire, it requires scheduling visits at the respondents' convenience and takes more time
(Shao, 1999). The interview is conducted face-to-face, and the interview questions, like the
questionnaire, may be structured.

3.7.4 Document Review

Document review is a systematic procedure for reviewing or evaluating documents—both
printed and electronic (computer-based and Internet-transmitted) material. Like other analytical
methods in qualitative research, document analysis requires that data be examined and
interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge
(Corbin & Strauss, 2008; see also Rapley, 2007). In the document review the researcher view
different document that are useful for the research like student grade, IT policy, and lab
procedure and manual.

3.8 Reliability and Validity Test

The study used Cronbach alphas a statically test to determine the internal consistent and
reliability of the statements in the questions. Reliability is the consistency or reliability of
findings. The pre-test or pilot study carried out before the actual data are gathered thereby
testing for the significance of the items in the questionnaires to determine the reliability of
questionnaire and the rating scales used for the study. It is generally accepted that values greater
than 0.7 are an identification of acceptable internal reliability (Saunders, 2003).

Validity is a measure of the degree to which data obtained from the instrument accurately and
meaningfully represents the theoretical concept and in particular how the data represents the
variables and the truthfulness of findings. The questionnaire will be guided by experts in
academic and professionals on the field and their suggestions will be finally incorporated in the
final draft in order to improve the contents of the questionnaire used for the study. This will be
facilitated the necessary revision of the research instrument.

3.9 Data Analysis Method

In this research the researcher use two ways of data analysis; those are descriptive analysis and
inferential analysis are two of the most important tools in research. They allow us to understand
data and make deductions about what that data means.

3.9.1 Descriptive Analysis

The final report of the relevant demographic variables was produced through central tendency
measurements (frequency and frequency distribution, valid & cumulative percentage, and
comparison of mean). In addition, tabular explanations were used to present the result with the
help of SPSS.

3.9.2 Inferential Analysis

Inferential analysis a method in which it is used to make predictions or inferences about a
population based on a sample. It involves using statistical methods to estimate the value of a
population parameter (such as the mean or standard deviation) from a sample statistic (such as
the sample mean or standard deviation).

In the inferential analysis the researcher using the multiple linear regression inferential method
of data analysis, the collected, organized and coded data will be examined. Because it draws
conclusions about the larger population from which the sample size will be drawn because it
describes the relationship between a set of independent variables and dependent variables, it uses
data from a sample. With confidence that the sample accurately represents the population,
inferential statistics aims to draw generalizations from a sample and apply them to the entire
population.The information from the data analysis willbethen condensed, and conclusions and su
ggestions for Oromia State University's use were formed. The regression analysis will be
performed to test the relationship between independent variables and the academic performance,
which will be the dependent variable. The empirical models will be used to test the hypotheses.

3.10 Model Specification

The study will apply ordinary least square (OLS) multiple regressions model to estimates the
significance of relationships between the independent variables as measured by students gender
attitude toward ICT’s, students ICT’s skills and ICT’s resource availability and the dependent
variable will be of academic performance of student in OSU for this study. The multiple
regressions model will also be utilized to test the research hypotheses underlying this study.
Therefore, the following multiple linear regressions model will be used to determine the
relationships of the independent and dependent variable for this study. The empirical model to
be used to test the hypotheses is shown below.
AP = β0 + β1ICT skill + β 2ICTfaci + β 3ICTuti + B4AttICT + e
Where,
AP = Academic performance
β 1ICTskill = Student’s ICT skill
β 2ICTfaci = Educational ICT facilities
β 3ICTuti = Educators’ Utilization of ICT
B4AttICT = Students’ attitude towards ICT
e = Error termβ0 = Intercept (Constant term) and β 1, β 2, β 3, and β4 are coefficients of
variables. Before carrying out the regression analysis, the collected data will be checked in order
to meet ordinary least square (OLS) linear regression assumptions of multi collinearity test,
heteroscedasticity test, linearity test, normality test and autocorrelation test for this study.
3.11 Operationalization of Variables
No Variables Definitions of Variable Categories of Measures
Data
1 Student ICT It refers to the ability to use ICT tools, such as Ordinal Likert
skills computers, software applications, and the internet, Scale
to access, analyze, create, and communicate
information.
2 Educational It refers to the technology and equipment used in Ordinal Likert
ICT facilities educational settings, such as computers, tablets, Scale
projectors, interactive whiteboards, and other
digital tools. These facilities are used to facilitate
learning and teaching activities.
3 Utilization of It refers to the use of ICT tools, such as computers, Ordinal Likert
ICT software applications, and the internet, to access, Scale
analyze, create, and communicate information. It is
important for students to be able to effectively
utilize ICT in order to succeed in their studies.
4 Student Refers to the way students view and interact with Ordinal Likert
Attitude ICT. This includes their willingness to use ICT Scale
tools, their level of comfort with using them, and
their overall opinion of the technology. It is
important for students to have a positive attitude
towards ICT in order to be successful in their
studies.
5 Student Student academic performance refers to the grades Ordinal Likert
Academic and other measures of success that a student Scale
Performance achieves in their studies. It is important for students
to have good academic performance in order to be
successful in their studies.
3.12 Ethical Considerations
At Oromia State University, researchers are examining how ICT influences students'
performance while taking into account a number of ethical considerations.

1. The researcher is responsible for ensuring that the research findings are published
objectively and truthfully. This means that the researcher must avoid inferring anything
from the data or drawing any conclusions that aren't backed up by the facts. Additionally,
the researcher needs to be careful to disclose any potential biases or conflicts of interest.
2. You can demonstrate to the pupils that you respect their right to privacy by making sure
that any data collected is kept secure and confidential.
3. Ensure that the research is conducted ethically and that the data collected is used
appropriately.
4. Ensure that the students are aware of their rights and that they have the choice to decline
taking part in the research if they so want.
5. Make sure that during the course of the study, no student, or group of students, is the
target of discrimination.
6. Ensure that no student is exploited or disadvantaged in the research's conduct.
7. It is important to respect the liberty of students and to value and take into account their
ideas.
 CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1 Introduction

APPENDIX I
ADMAS UNIVERSITY

SCHOOL OF POSTGRADUATE STUDIES

Department of Masters of Business Administration

Questionnaire

Dear respondents,

The aim of this questionnaire is to assess information needed for the research report to be
produced under the title “The Effects of Information and Communication Technology (ICT) On
Academic Performance of Students in Oromia State University.” The information you provide is
believed to have a great value for the success of this research. Besides to its academic purpose,
the study is entirely devoted to assess the effect of ICT on academic performance of the student.
The information you provide is to be used for academic purpose and will be strictly kept
confidential. Abraham Solomon is doing in the research under the guidance of ADMAS
UNIVERSITY. Hence, I request you to fill the questionnaire carefully and at your best
knowledge in all regard. You should choose the answer you think is correct according to your
understanding. There is no need to write your name. The quality and quantity of information you
provide determines the ultimate reliability of the study.

In case you want to contact him, Abraham Solomon can be reached at +251- 0921474156
mobile numbers and Email address: abrahammesi2020@gmail.com

Kindly requesting you to give genuine response to all the questions hereunder, I am grateful to
your cooperation.

Thank for your cooperation!!!

General Instructions:

You do not need to write your name on anywhere in the questionnaire when you respond for the
questions in the box, use only a tick mark (√).

Section A: Demographic factors and Academic performance (tick in the appropriate box)

Section A1: Background information of respondents

1. Age :( In years) □ Less than 30 □ 30 – 39 □ 40 – 49 □ 50 - 59 □ above 60

2. Gender: □ Male □ Female
3. Year of studies □ First year □ Second year □ Third year □ Fourth year
Section A2: Academic performance of respondents
4. Cumulative Grade Point Average (CGPA) in the recent semester

□ < 2.00 □ 2.00 - 2.49 □ CGPA 2.50 - 2.99 □ 3.00 - 3.49 □ 3.50 - 4.0
Section B: Questions related to Student’s ICT skill
Please respond by ticking (√) or circling only one answer based on how you feel.
1. Strongly disagree 2. Disagree 3.Neutral 4. Agree 5. Strongly agree

1 Use of educational software to learn some lesson 1 2 3 4 5

2 Use of MS office/open office, etc. for making
assignment/presentations/calculations
3 I have the skills to present and organize my assignments using MS-Word
4 I have the appropriate skills to correct my errors, spellings and
grammatical structures in Ms-Word
5 I have adequate skills to input information into Excel accurately
6 I have the skills to perform some basic operations using Excel
7 I have the skills to carryout calculations using Excel
8 I have the required skills to use the PowerPoint
9 When my lecturers use PowerPoint, it makes the lecture so interesting
10 PowerPoint simplifies learning as it concretizes abstract concepts
11 Using the PowerPoint increases my skills to summaries as I learn to
present only key points
12 I know a lot of search engine (e.g Google, Ask.com, Bing etc.)
13 I possess adequate skills on several search engines in gathering
information for learning on the internet
14 I have the skills to search for keyword when I need information
15 I can bookmark pages for later use on many search engines
16 I possess the skills to manage several tabs at a time while searching for
information
17 Make/design things on the computer (like posters, invites)
18 To send and receive emails for communication
19 Browse the internet for entertainment
20 Browse the internet for social media
21 Shop on the internet
22 Easy and continuous access to academic resources
23 I possess adequate skills to find study materials online
24 I have the skills to make use of YouTube when studying at home
25 I have the skills to search for solutions to my assignments on the internet
26 I learn new things using social media platforms
27 I have adequate skills in using online classrooms to study ahead of my
lecturers
28 I can download PDF (Portable Document Format) files from the internet
for studying
29 I know how to email my assignments to my lecturers

Section C: Questions related to Educational ICT facilities

Please respond by ticking (√) or circling only one answer based on how you feel.
1. Strongly disagree 2. Disagree 3.Neutral 4. Agree 5, strongly agree

30 Availability of ICT computer 1 2 3 4 5

31 Availability of ICT internet(WIFI)
32 Availability of ICT printer
33 Availability of ICT scanner
34 Availability of ICT photocopy
35 Digital Learning Resource Online
36 Digital Learning Resource Offline
37 Word Processor Software (e.g. Microsoft word)
38 Presentation Software (e.g. Microsoft PowerPoint)
39 Video and Audio capturing software (e.g. Adobe, illustrator, 3d)
40 Social Media (Facebook, Twitter)
Section D: Questions related to Educators’ Utilization of ICT

Please respond by ticking (√) or circling only one answer based on how you feel.
1. Definitely Aware 2. Probably Aware 3. Not Sure 4. Probably Unaware 5. Definitely
Unaware

41 Usage of modern ICT (led pointing devices, laptops ,pads) 1 2 3 4 5

42 Usage of internet to join with others/teams
43 Use of multimedia device not the white/black board
44 Use of internet for preparing projects and assignments except library or
books
45 Use of Wi-Fi
46 Use of video lectures
47 Online exam taking

Section E: Questions related to Students’ attitude towards ICT

Please respond by ticking (√) or circling only one answer based on how you feel.
1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly agree

48 ICT generally increases my learning performance 1 2 3 4 5

49 ICT is useful as a learning tool
50 I use ICT because it allows me to have all the information I need for my
studies in different locations.
51 I use ICT because it allows me to communicate and work with others
during the course.
52 I can control ICT and make it do what I want on my course
53 Learning is made easier by using ICT
54 I use ICT because it is enjoyable to use while studying
55 I find ICT easy to learn to use on my course
56 I find it easy to become skillful in using ICT on my course
57 I find ICT flexible to interact with on my course
Do you have other comment that you would like to say about the effect of information
communication technology on the student? If your answer is yes, please state your answer on the
space provided.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Interview Question 1
1. What kind of ICT resources do students typically use to improve their academic
performance?
2. What advantages do students have when using ICT to study?
3. How does ICT help increase students productivity and foster their engagement in
learning?
4. Do you believe that ICT can help improve student performance?
5. How does ICT help enhance communication between students and teachers?
6. In what way has the use of ICT increase student learning opportunities?
7. How has ICT impacted the way student’s access and process information?
8. Are there any potential drawbacks to using ICT when it comes to student performance
9. How can ICT be used to create a more interactive and collaborative learning
environment?
10. What have been the most successful strategies for integrating ICT into the classroom?
11. How has the use of ICT changed the way teachers teach?

Interview Question 2
1. How has ICT impacted your CGPA?
2. Do you think the use of ICT has had a positive and negative effect on your academic
performance?
 3. Are there any specific techniques that you use to improve your CGPA with the help of
ICT?
4. Do you think ICT has helped you better understand the course material?
5. Has ICT helped you improve your time management skills?
6. How would you rate your overall experience in using ICT to improve your academic
performance?

Work Plan
Creating specific activities with a timeline for each is crucial for managing a study. Thus, the
researcher will conduct the research activities, together with their timeline, as shown below.

Duration
December 2022 – June 2023
Main Step/Action
Dec Jan Feb Mar Apr May Jun
Proposal
Preparation
Data Collection
Data Analysis
Summary of
findings
Finalization of the
research
Submission of the
research

Budget

Below is a breakdown of the expected total cost for this research in Birr.
 Items Measurement Estimated Unit Price Quantity Estimated total cost
Paper A4 Size Reams 1250 1 1250
Note Book Number 180 3 540
Pens Packet 500 1 500
Printing Number 500 3 1500
CD Number 100 20 2000
Reserve Number 4 70 280
Total 11,070,00

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