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Availability and Utilization of Information and Communication Technology by

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 Volume 5 No. 10, October 2015 ISSN 2223-4985

International Journal of Information and Communication Technology Research

©2015 ICT Journal. All rights reserved

http://www.esjournals.org

Availability and Utilization of Information and Communication

Technology by Students of University of Uyo, Uyo. Akwa Ibom State,
Nigeria.
Ekerete, B. I1. ,Ekanem, J. T2.
1Department of Agricultural Economics and Extension,
Faculty of Agriculture, University of Uyo, Akwa Ibom State, Nigeria.
2 Department of Agricultural Economics and Extension,

Faculty of Agriculture, Akwa Ibom State University, Nigeria.

ABSTRACT
This study investigated the availability and use of information and communication technology among undergraduate students
of the University of Uyo, Akwa lbom State, Nigeria. Five research questions guided the study and a structured questionnaire
was used to collect data from 198 students out of 936 registered undergraduate students using stratified and proportionate
sampling techniques. The data collected were analyzed using simple percentage and T-test Analysis. The study revealed that
students in the Faculty of Agriculture, University of Uyo are mostly females and single. The majority of the students were 25
years and below. Most of the students owned ICT gadgets (81.2%) and were sponsored by their parents (75.8%). Among the
ICT facilities considered, mobile phones were available and accessible to all students and was most utilized (mean score =
2.77). The result also revealed that male and female students in the Faculty of Agriculture do not differ in their levels of
utilization of ICT facilities. It concludes that the need for the development of ICT used in Nigerian universities for the
improvement of teaching and learning for the students cannot be overemphasized. It was recommended among others that
students should see the use of ICT as potentially going well beyond the use of the internet to search for resources and the use
of email to stay in touch with tutors and fellow students but for greater endeavour like e-conferencing, banking etc.

Keywords: Availability, Utilization, Information and Communication Technology (ICTs), Students.

I. INTRODUCTION previously possible, creating new learning and teaching

Globally, some nations of the world are considered
information- rich societies. Acquisition of knowledge has
become the great priority of individual persons; however,
the transfer of their knowledge is efficiently obtainable
within the scheme of education which could be formal or
informal. Access to fast growing knowledge is directly
related to new technologies thus quality information and
knowledge transfer becomes an invaluable and veritable
tool for personal development. According to [1]
Information and Communication Technology (ICT) is a
communication tool used in educational knowledge
transfer process especially in tertiary institutions. ICT has
the potential to support and improve education across the
curriculum and also enhance opportunities for effective
communication between teachers and students more than
ever before. Reliable information and effective
communication are crucial elements in the learning
process. Thus, the application of Information and
Communication Technology (ICT) is not only
emphasised in corporate business and the industrial
sector, but it is an essential part of education at all levels
[2]. ICT is generally believed to foster cooperative
learning, provide more information through simulation
and make complex learning experiences easier to
understand. Therefore, the use of ICT cannot be ignored
either by teachers or the students and its usage in tertiary
institutions entails engaging students in ways not
possibilities, enhancing achievements and extending
interactions with local and global communities. The need
for the changes in the learning process paved way for
Information and Communication Technology use in the
teaching and learning process where students are
expected to play more active roles than before [3]. This
fact is further stressed by [4] who points out that, in
relation to the use of ICT for learning, technology holds a
promise of improved access to information and increased
interactivity and communication between teachers and
their students. In the faculty of Agriculture, University of
Uyo, students engage in several learning activities that
employ the use of ICT gadgets such as research,
assignments, mailing, information processing and storage
among others. It is on this thrust that this paper is billed
to investigate the constraints to ICT usage by students of
this institution in Nigeria.
II. UTILIZATION OF ICT IN
EDUCATION
[5] says “Beyond the immediate educational goal is the
question of how to provide the ‘best education’ to form
the next generation of competent leaders from community
to the national and global levels, economic planners,
scientists, artists, humanists and more generally informed
citizens, especially in this fast-paced, technology-prone
and globalize world (p.2)”. Thus, to compete favourably
 Volume 5 No. 10, October 2015
International Journal of Information and Communication Technology Research
©2015 ICT Journal. All rights reserved
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in a competitive global economic environment, a highly
skilled and educated workforce with aptitude and skills in
the application of ICT is very essential. This makes
knowledge and use of ICT central to education in the 21st
century.
According to [6], a rapidly changing world like ours
requires basic education as an essential tool for an
individual to be able to access and apply information. The
Economic Commission for Africa has indicated that the
ability to access and use information is no longer a
luxury, but a necessity for development. Unfortunately,
many developing countries, especially in Africa, are still
low in ICT application and use [7]. Studies have further
established the roles of ICT in achieving quality
education at all levels of the school system. ICT is seen as
key tool in acquiring, processing and disseminating
knowledge. It offers increasing possibilities for
codification of knowledge about teaching activities
through being able to deliver learning cognitive activities
anywhere, anytime [8].
[9] noted that ICT has impacted on the quality and
quantity of teaching, learning and research in traditional
and distance education institutions through provision of
dynamic, interactive and engaging content and providing
real opportunities for individualized instruction. It has the
potential to accelerate, enrich and deepen skills, motivate
and engage students in learning; help to relate school
experiences to work practices, contribute to radical
changes in the schools and provide opportunities for
connection between the school and the real world [10].
Other researchers; [11] and [12] have also argued that
ICT have the potential to transform learning
environments and improve the quality of learning, by
making learning more situated [13], providing access to
richer environment [14], increasing opportunities for
active learning, interconnectivity and feedback [15], [16],
enhancing motivation to learn [17], offering varieties of
new possibilities to learners [18] and having a positive
effect on students’ achievement in different subject areas
[19].
However, the use of information and communication
technologies in the educative process has been divided
into two broad categories: ICTs for Education and ICTs
in Education. ICTs for education refers to the
development of information and communications
technology specifically for teaching/learning purposes,
while the ICTs in Education involves the adoption of
general components of information and communication
technologies in the teaching learning process [20].
Generally, the educational relevance of computers and
other components of information technology cannot be
overemphasized. From the period when skinner applied
programmed instructions to teaching machines, through
Brunner’s experiment with computers in instruction, to
the current wave of information transmission and
ISSN 2223-4985
exchange via the worldwide web, we have seen different
applications of ICTs in enhancing cognitive development
[20].
Utilization of ICT in Tertiary Education in
Nigeria
[21] stated that the National Universities Commission
(NUC) the government agency responsible for registering
and regulating universities in Nigeria has recommended
one computer to every four students, one to every two
lecturers below the grade of Lecturer 1, one per Senior
Lecturer, and one notebook per Professor/Reader.
However, some universities have made giant strides in
campus-wide area networking and e-learning course
deliveries. One of such university is the Obafémi
Awolowo University (OAU) with its own VSAT access
to the Internet and a campus-wide internet. OAU has
embarked on the progressive application of ICT to all its
functions and services – academic, research and
administrative. The OAU has more than 6,000 users on
more than 1,000 computers distributed in 15 computer
laboratories across the campus. Closely followed by the
University of Jos (UNIJOS). UNIJOS, in collaboration
with AVOIR (African Virtual Open Initiatives and
Resources) and the Carnegie Corporation (USA), has
developed e-learning programmes for several
departments. One notable achievement is the medicine by
e-learning Web site of the Department of Anatomy of
UNIJOS that permits students to undertake virtual
electronic dissections – a phenomenon believed to be the
first of its kind in medical training worldwide. Under a
collaborative programme, lecturers from the Universities
of Oxford and Cambridge have facilitated courses as part
of the ICT initiative sponsored by A.G. Leventis [21].
The National Open University of Nigeria (NOUN),
established in 2002, has created 27 study centres across
the country. Each NOUN’s study centre is a computer
laboratory/cyber café equipped with a minimum of 25
computers in a local area network (LAN) configuration.
The centres are yet to be connected to NOUN’s
Repository, Reproduction, Distribution and
Administration Headquarters (REPRODAHQ) through a
wide area network (WAN) to enable the mainstreaming
of the following activities: training and learning;
Assessment and testing; Interactive sessions;
Communications (e-mail, chat, forums); Internet access;
Access to virtual library; and Other computer applications
[21].
NOUN uses the WAN to deliver distance learning
courses to all the study centres. Each study centre has
facilitators (instructional and tutorial) and student
counsellors responsible for guidance and counselling
services to the learners. The facilitators and counsellors
are drawn from within the community or nearby
communities. NOUN’s ICT applications presently cover:
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International Journal of Information and Communication Technology Research

©2015 ICT Journal. All rights reserved

http://www.esjournals.org

Management of student records (on-line application, III. METHODOLOGY

admission, registration, and exam procedures); Learner
management system (e-learning and the virtual library);
Communication (e-mail, SMS, video-conferencing, and
Internet); and delivery of the human resource and finance
courses. [21]. It is against this background that the study
seeks to determine availability and Usage of information
and communication technology by Students of Tertiary
Institutions in Akwa Ibom State, Nigeria. Specifically to,
identify the socio-economic characteristics of students in
the Faculty of Agriculture, University of Uyo, examine
the ICT facilities available and accessible to students and
determine the extent to which the available ICT facilities
are being utilized by the students. The hypothesis tested
in this study tested whether there was no significant
difference between male and female students in their
level of ICTs utilization in the faculty of agriculture,
university of Uyo, Akwa Ibom State, Nigeria.
The study area is the University of Uyo (UNIUYO)
community (figure 1) UNIUYO is a Federal Tertiary
Institution located in the heart of Uyo, capital of Akwa
Ibom State, Nigeria. The institution operates from two
temporary campuses and a Permanent Campus: the Town
Campus which accommodates the, Faculties of Arts,
Education, Social Sciences, Natural and Applied
Sciences, Pharmacy and the Post Graduate school; Annex
Campus, home for the Faculties of Agriculture, Business
Administration, Law, Environmental Studies and General
Studies; and the Permanent Campus with the Central
Administration, Faculties of Engineering and Natural &
Applied Sciences.

7036IE 7058IE
50
50
27
I 27
3 I
3
8II
8II
N
N

50
02
50 I
2
02 0II
I
2 N
0II
N
7036IE 7058IE

Figure 1: Map of the Town Campuses of the Study Area

The population of the study consisted of all the registered
undergraduate degree students of the Faculty of
Agriculture, University of Uyo in 2013/2014 academic
session. There were Nine Hundred and Thirty Six
students in the eight departments of the Faculty of
Agriculture,Universityof Uyo.
Sampling Procedure and Sample Size
A stratified sampling technique was used to take care of
the different student populations making up the eight
departments of the Faculty of Agriculture afterwhich a
proportionate sampling was used to select 10% of the
students as actual respondents for the study. Thus, the
study sample comprised of 198 registered undergraduate
degree students in the Faculty of Agriculture, University
of Uyo. This value accounts for 20 % of the study
population. The distribution of sampled students from the
Eight Departments in the Faculty of Agriculture is
presented in the sampling frame in Table 1.
 Volume 5 No. 10, October 2015
International Journal of Information and Communication Technology Research
©2015 ICT Journal. All rights reserved
http://www.esjournals.org
Table1: Sampling frame for distribution of students in the faculty of Agriculture
S/N Department
1 Agricultural Economics and Extension
2 Animal Science
3 Crop Science
4 Food Science and Technology
5 Forestry and Wildlife
6 Fisheries and Aquaculture
7 Human Ecology, Nutrition and Dietetics
8 Soil Science and Land Resource Management
Total
Data collected from the field were analysed using both
inferential and descriptive statistical tools such as
frequency, percentages, means and standard deviation.
The hypothesis was analysed using t-test statistics.
IV. RESULTS AND DISCUSSION
1. Socioeconomic Characteristics of the Respondents:
The socio-economic characteristics of the respondents
considered were sex, marital status, age, department,
ownership of ICT gadget and sponsorship. These were
analysed and presented in Table 2.
Sex of Respondents
The results presented in Table 2 reveals that 57.1% of the
respondents were female while male were 42.9%. This
implies that there are more females in the Faculty of
Agriculture than their male counterparts. Naturally
women are more attracted to the program than their male
counterparts. This result corroborates that of [22] who
also reported more female involvement in Agricultural
related courses in their study area.
Marital status of Respondents
Result in Table 2 shows that majority (92.9%) of the
students were single and only 7.1% were married. From
this result, it is imperative that most students prefer to get
married after school so as to be able to give sufficient
time for marital demands which may be difficult during
school days. This is because education is highly
demanding. This is in consonance with the findings of
[23] who proposed that participation in educational
activities is highly affected by socioeconomic class and
affiliations such as marital status.
ISSN 2223-4985
Population Sample of
of Students Respondents (20%)
178 38
152 32
77 16
247 52
62 13
85 18
46 10
89 19
936 198
Age of Respondents
Table 2 again reveals that majority (60.6%) of the
respondents was within the age bracket of 20 to 25 years
and the mean age of the students was 25.5 years. This
agrees with the findings of [22] who reported the age
bracket of 18-28 (52%) years in their findings from the
Niger Delta University.The implication of this is that the
students in the Faculty of Agriculture, University of Uyo
are young and within the age limits possible for the
National Youth Service Corps. This is a very active age
of adverture, and as such their usage of ICT facilities is
expected to be on the increase due to the increasing
important roles ICTs play in development strive.
Ownership of ICT gadget by Respondents
The results in Table 2 also indicate that majority of the
respondents were owners (81.8%) of ICT gadgets while
only 18.2% claim non-ownership of ICT gadget.
However, the assertion of those who do not own ICT
gadgets is the misconception of terminology since all of
the students owned at least a mobile phone (whether in
good or bad condition). This implies that the students in
the Faculty of Agriculture own ICT facilities and gadgets.
Sponsorship of Respondents
The result of findings on sponsorship reveals that
majority of the students are sponsored by their parents
(75.8%). Only 1.52% of them were on scholarship. This
is because for instance the NNPC/ CHEVRON national
university scholarship awards is highly competitive
across the nation and currently it is restricted to year two
students, so the students of agriculture hardly takes
advantage of it.
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©2015 ICT Journal. All rights reserved

http://www.esjournals.org

Table 2: Socioeconomic characteristics of Students

Demographic
Item Frequency Percentage Mean
Variable
Sex Male 85 42.9
Female 113 57.1
198 100
Marital Status Single 184 92.9
Married 14 7.1
198 100
Age (years) 15 – 20 Years 33 16.7
21 – 25 Years 120 60.6
26 – 30 Years 36 18.2 25.5
31 - 35 Years 9 4.5
198 100
Department Agric. Economics/Extension 40 20.2
Animal Science 32 16
Crop Science 15 7.6
Food Science and Technology 52 26.3
Forestry and Wildlife 12 6.1
Fisheries and Aquaculture 18 9.1
Human Ecology and Dietetics 10 5.1
Soil Science 19 9.6
198 100
Ownership of ICT Yes 162 81.8
gadget No 36 18.2
198 100
Sponsor Self 38 19.2
Parents 150 75.8
Scholarship 3 1.5
Relative 4 2
Spouse 3 1.5
198 100
(Source: Field Survey, 2014)

2. Availability of ICT Facilities to Students of the
Faculty of Agriculture
The results in Table 3 show the order of availability of
ICTs facilities to the respondents. Mobile Phone (100%),
internet facilities (79.3%), computer/accessories (73.2%),
E-resource centres (59.1%), lpad/Tablets (50.5%), and
digital camera (42.9%). Mobiles phones were available to
all respondents because it has become a veritable tool in
communication. This is in line with the findings of [24],
[25] and [26] that the mobile phone technology has
provided connectivity and offer benefits such as mobility
and security to owners. The students find this ICT facility
as the most easily reached which can be utilized for
several operations in the educational setting beside its
primary purpose of aiding communication. This findings
contradict that of [22] which data showed that ICTs
facilities are not readily available to undergraduate
students of Niger Delta University, Bayelsa State.
The summary of respondents’ responses on the
availability of ICT facilities are presented in Table 3
below.
 Volume 5 No. 10, October 2015 ISSN 2223-4985

International Journal of Information and Communication Technology Research

©2015 ICT Journal. All rights reserved

http://www.esjournals.org

Table 3: ICT facilities available to Students of the Faculty of Agriculture

Available Not Available

S/N ICT Facilities
Frequency % Frequency %
1 Mobile phone 198 100 0 0
2 Computer/accessories 145 73.2 53 26.8
3 Internet Facilities 157 79.3 41 20.7
4 Ipad/Tablets 100 50.5 98 49.5
5 Digital Camera 85 42.9 113 57.1
6 E-resource centre 117 59.1 81 40.9
(Source: Field Survey, 2014)

3. Accessibility of ICT Facilities to Students of the
Faculty of Agriculture
The results in Table 4 show that mobile phones (100%)
were readily accessible to all the students. The order of
accessibility of other facilities was found to be: internet
facilities (67.7%), computer/accessories (65.2%), E-
resource centres (47.5%), Ipad/tablets (46.5%), and
digital camera (38.4%). Mobiles phones were accessible
to all respondents because it is affordable and it can be
easily operated by all the respondents. The use of mobile
phones with internet facilities has helped students in
browsing information for assignments and researches.
Computers were also accessible to students for use in the
Faculty of Agriculture, University of Uyo. The results of
this study is in consonance with the finding of [27] on an
analysis of the pattern of ICT usage by students, its
availability, and use of ICT by their teachers during
lecture, student’s knowledge of different computer
applications and their opinion about ICT use in learning.
[27] showed that the available PCs in computer labs are
inadequate for meeting the needs of students. In another
study, [28] concluded that ICT facilities which serve as a
major contributor to effective teaching and learning in
teacher education programmes were not available for
teacher educators in Nigerian Universities.
The summary of respondents’ responses on the
accessibility of ICT facilities are presented in Table 4.
The summarized data on the Table show the frequency
and percentage of the responses.

Table 4: ICT facilities accessible to Students of the Faculty of Agriculture

Accessible Not Accessible

S/N ICT Facilities
Frequency % Frequency %
1 Mobile phone 198 100 0 0
2 Computer/accessories 129 65.2 69 34.8
3 Internet Facilities 134 67.7 64 32.3
4 Ipad/Tablets 92 46.5 106 53.5
5 Digital Camera 76 38.4 122 61.6
6 E-resource centre 94 47.5 104 52.5
(Source: Field Survey, 2014)

students, closely followed by internet facilities (mean

4. Extent of Utilization of ICT Facilities by Students in the
Faculty of Agriculture
The results in Table 5 shows that mobile phones (mean
score = 2.77) was the most utilized ICT facility by the
score = 2.32), computer/accessories (mean score = 2.25),
Ipad/Tablets (mean score = 1.83), digital camera (mean
score = 1.83) and E-resource centres (mean score = 1.69).
This result corroborates the findings of [24], [25] and [26]
that the mobile phones are widely utilized as an ICT
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International Journal of Information and Communication Technology Research

©2015 ICT Journal. All rights reserved

http://www.esjournals.org

gadget due to its portability, mobility and security to had high preference for computer and internet use in
owners. [29] also confirmed that undergraduate students improving teaching and learning.

Table 5: ICT facilities utilized by Students of the Faculty of Agriculture

Not Utilized Lowly Utilized Highly Utilized

S/N ICT Facilities Mean*
N % N % N %
1 Mobile phone 18 9.1 9 4.5 171 86.4 2.77
2 Computer/accessories 27 13.6 94 47.5 77 38.9 2.25
3 Internet Facilities 35 17.7 64 32.3 99 50 2.32
4 Ipad/Tablets 79 39.9 74 37.4 45 22.7 1.83
5 Digital Camera 94 47.5 71 35.9 33 16.7 1.69
6 E-resource centre 82 41.4 67 33.8 49 24.7 1.83
*Highest Mean obtainable score = 3.0 (Source: Field Survey, 2014)

Hypothesis: students in the Faculty of Agriculture, University of Uyo

Ho1: There is no significant difference in the levels of ICT
utilization between male and female students in the
Faculty of Agriculture, University of Uyo.
The result in Table 6 reveals that the calculated t-value of
1.12 is less than the critical t-value of 1.97at .05 alpha
level of significance with 171 degree of freedom. With
this result, the null hypothesis of no significant difference
in the levels of ICT utilization between male and female
was retained. This means that male and female students in
the Faculty of Agriculture, University of Uyo do not
differ in their levels of utilization of ICT facilities. This
result corroborates [30] who observed that no significant
difference exists between male and female student-
teachers’ attitudes and use of ICT. The implication is that
the male and female students do recognize the need for
ICT facilities towards the success of their academic
endeavour.

Table 6: Results of Independent t-test Analysis on the difference in the levels of ICT utilization between
male and female students in the Faculty of Agriculture

Decision
S. t- t-Critical
Variable Sex N Mean at .05
D Cal (2-tailed)
alpha
Level of ICT Male 85 12.42 2.93
1.12 1.97 NS*
utilization Female 113 12.88 2.65
*NS = Significant at df = 171 (Source: Field Survey, 2014)

CONCLUSION benefit attached to ICT usage in tertiary institution.In

The adoption and use of ICTs in tertiary education
cannot be reemphasized since it has a positive impact
on teaching, learning, and research. The study shows
very low ICT facilities usage because the percentage
of students that make use of ICT facilities very
frequently are low compared to students that make
use of it occasionally and sometimes. Thus it is an
indication that the student of the faculty of
agriculture, university of Uyo do not frequently use
ICT facilities, which might not be unconnected with
fact that the facilities are grossly unavailable in the
first place. The research also reveals that the student
of the university under study do not enjoy all the
conclusion, there is a need for the development of
ICT usage in Nigeria universities especially the
university of Uyo.
Recommendations
Based on the findings of the study, it is recommended
that:
1. The number of computers should be increased in
the Faculty computer laboratory and students
should be trained in the use of electronic books,
journals and open access databases relevant to
their field.
 Volume 5 No. 10, October 2015
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©2015 ICT Journal. All rights reserved
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2. Strategies for its (ICT) maximum utilization; and
that ICT facility should be made available for
effective teaching and learning of teacher
education programmes.
3. Institution should have organised ICT centres
with WiFi for free and easy internet
connectivityconnected to the internet should be
provided and training should also be given to the
students on the proper use of internet.
4. Icts availability should be used as an important
criterion for NUC accreditation of university.
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