The Utilization of Information Communication Technology (ICT) by

Undergraduate Students in the Department of Library and Information Science at

University of Fort Hare.

BY

Chiya Siphelele 201927823

Fenqe Nombulelo 201921314

Mapini Aphelele 201907222

Mbanjwa Tembelihle 201918617

Mpinda Sonke 201914695

Zibekile Sinethemba 201822336

A dissertation submitted in fulfilment of the requirement for the

MODULE LIB 403 OF LIBRARY AND INFORMATION SCIENCE

At the

UNIVERSITY OF FORT HARE

Supervisor: MS. P.X. ACHEAMPONG

2022
 DECLARATION

We, Chiya Siphelele, Fenqe Nombulelo, Mapini Aphelele, Mbanjwa Tembelihle, Mpinda
Sonke, and Zibekile Sinethemba, declare that THE UTILIZATION OF
INFORMATION COMMUNICATION TECHNOLOGY (ICT) BY
UNDERGRADUATE STUDENTS IN THE DEPARTMENT OF LIBRARY AND
INFORMATION SCIENCE AT UNIVERSITY OF FORT HARE is our work, and all
that all sources in this dissertation have been properly acknowledged through referencing.

………………………………….. Date ……………………………

Chiya Siphelele
Fenqe Nombulelo
Mapini Aphelele
Mbanjwa Tembelihle
Mpinda Sonke
Zibekile Sinethemba

………………………. Date……… November 2022

Supervisor
Ms. P.X. Acheampong

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 DEDICATION
We dedicate this study to God, without whom this work wouldn`t have been accomplished.

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 ACKNOWLEDGEMENTS
It would have been difficult for us to reach the end of this academic journey at the
University of Fort Hare without the help of certain individuals who supported us as we
were studying towards this honours degree. We are very grateful to our supervisor, Ms.
X.P. Acheampong for her academic motivation, guidance and encouragement. We also
wish to acknowledge staff members from the Department of Library including Mr
Ndwandwe as the main Lecturer of the module LIB 403 upon which this dissertation is
conducted. We also extend our gratitude to friends, family and our colleagues for their
unwavering support.

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 ABSTRACT
The study focused on the utilization of Information Commination Technology (ICT) by
undergraduate students in the Department of Library and information Science at the
University of Fort Hare. Objectives of the study were to determine the types of ICT tools
used by students, how they access ICT tools, their attitudes towards the use of ICT, skills
in using ICT, and the challenges they face when utilizing ICT. The study utilised a self-
answering questionnaire as a data collection instrument to collect data from students. Fifty
five (55) students were selected using stratified random sampling and purposive sampling
technique. Data collected was analysed and presented in themes using graphs and pie
charts in Microsoft Excel. The findings revealed that a number of students had access to
ICT tools, and were competent in using a wide range of ICT tools for the context of
academic use. It was evident in the data that most students used ICT on a daily basis.
Furthermore, the results suggested that students used technologies within the objectivist
model of teaching and learning. From the findings, load shedding, slow internet, limitation
of e-learning facilities, slow speed computers, signal problems on the internet, inadequate
power supply for effective usage of ICT facility were the major challenges to utilizing the
facilities amongst undergraduate students. The study recommended that academic
programs need to provide students with activities that require creative use of ICT tools to
enhance their skills in the use of computers as an instructional tool for supporting teaching
and learning.

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TABLE OF CONTENTS

DECLARATION i

DEDICATION ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

LIST OF TABLES xi

Table 4.3. Showing challenges faced by undergraduate students when utilizing ICT xi

LIST OF ABBREVIATIONS AND ACRONYMS xii

CHAPTER ONE: INTRODUCTION AND BACKGROUND OF THE STUDY 1

1. INTRODUCTION 1

1.1BACKGROUND OF THE STUDY 2

1.2. PROBLEM STATEMENT 3

1.3. AIM OF THE STUDY 4

1.4. OBJECTIVES 4

1.5. RESEARCH QUESTIONS 4

1.6. SIGNIFICANCE OF THE STUDY 5

1.7 LITERATURE REVIEW 5

1.8 SCOPE AND LIMITATIONS 6

1.10. RESEARCH DESIGN 6

1.11. STUDY POPULATION 7

1.12 DATA COLLECTION 8

1.13. DATA ANALYSIS 8

1.14. VALIDITY AND REALIBILITY 8

1.15. ETHICAL CONSIDERATION 9

1.16. DEFINITION OF WORDS 9

1.17. STRUCTURE OF THE RESEARCH 10

1.18. CONCLUSION 11
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CHAPTER 2 12

2. INTRODUCTION 12

2.1 INFORMATION COMMUNICATION TECHNLOGY (ICT) 13

2.1.1 HISTORY OF ICT 14

2.1.2. INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN HIGHER

EDUCATION 16

2.1.3. THE USE OF ICT TOOLS BY UNDERGRADUATE STUDENTS 19

2.1.4. BENEFITS OF ICT 22

2.1.5. DRAWBACKS OF ICT 23

2.1.6. CHANGES IN TEACHING METHODS WHEN INTRODUCING ICT 23

2.2 BARRIERS OF ICT 25

2.2.1 PERSONAL BARRIERS OF ICT 25

2.2.1.1 LACK OF SKILLS 25

2.2.1.2 LACK OF MOTIVATION 25

2.2.2 TECHNICAL BARRIERS OF ICT 25

2.2.3ORGANIZATIONAL BARRIES OF USING ICT IN HIGHER INSTITUTION 26

2.3. STUDENTS BELIEF TOWARDS USE OF ICT 28

2.3.1. AFFORDABILITY OF ICT 28

2.3.2. CHALLENGES OF ICT 28

2.3.2.1. CHALLENGES OF ICT TOOLS 29

2.3.2.2 LACK OF SOFTWARE PROBLEMS 29

2.3.2.3 LACK OF EFFICIENT TRAINING 30

2.3.2.4 NEGATIVE ATTITUDE TOWARDS ICT 30

2.3.2.5 LACK OF KNOWLEGDE 30

2.4. STUDIES CONDUCTED IN REGARD TO THE USE OF ICT AROUND THE

WORLD, AFRICA AND SOUTH AFRICA 30

2.4.1. STUDIES ON ICT IN DEVELOPING COUNTRIES 31

2.4.2. ICT IN DEVELOPED STUDIES COUNTRIES 32

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2.4.3. ICT IN SOUTH AFRICA 34

2.4.4 COMPARISON OF ICT BETWEEN SOUTH AFRICA, DEVELOPED AND

DEVELOPING COUNTRIES 35

2.5 CONCLUSION 36

3. INTRODUCTION 38

3.1 SCOPE AND LIMITATIONS 38

3.2 RESEARCH METHODS METHODOLOGY 38

3.2.1 QUANTITATIVE RESEARCH METHODOLOGY 39

3.2.2 QUALITATIVE RESEARCH METHODOLOGY 39

3.2.3 MIXED METHODS RESEARCH 40

3.3 RESEARCH DESIGN 41

3.4 STUDY POPULATION 41

3.5 SAMPLING AND SAMPLE SIZE 42

3.5.1 PROBABILITY SAMPLING 43

3.5.2 STRATIFIED RANDOM SAMPLING 43

3.5.3 NON-PROBABILITY SAMPLING 43

3.5.4 PURPOSIVE SAMPLING 44

3.6 DATA COLLECTION 44

3.6.1 OPEN-ENDED QUESTIONS 44

3.6.2 CLOSED-ENDED QUESTIONS 45

3.7 DATA ANALYSIS 45

3.8 VALIDITY AND REALIBILITY 46

3.9 ETHICAL CONSIDERATION 46

3.10 SUMMARY 47

CHAPTER FOUR: DATA PRESENTATION, ANALYSCIS AND INTERPRETATION

48

4.1. INTRODUCTION 48

SECTION A: BIBLOGRAPHIC SECTION 49

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 4.1.1. AGE OF THE RESPONDENTS 49

Figure 4.1. 1 Age of the Respondents 49

4.1.2. GENDER OF THE RESPONDENTS 49

Figure 4.1. 2 Gender of the Respondents 50

4.1.3. RACE OF RESPONDENTS 50

Figure 4.1. 3 Race of the Respondents 50

4.1.4. LEVEL OF STUDY OF THE RESPONDENTS 50

Figure 4.1. 4 Study level of the Respondents 51

4.1.5. HOME LANGUAGE OF THE RESPONDENTS 51

Figure 4.1. 5 Home Language of the Respondents 51

4.2. SECTION B 52

4.2.1 TO DETERMINE THE TYPES OF ICT TOOLS THAT ARE USED BY STUDENT
52

Figure 4.2. 1 Showing ICT tools used by the respondents 53

4.2.2. TO DETERMINE HOW STUDENTS ACCESS ICT TOOLS 53

Figure 4.2. 2 Showing how students access ICT tools 54

4.2.3. TO DETERMINE THE ATTITUDES OF UNDERGRADUATE STUDENTS

TOWARDS THE USE OF ICT 54

Table 4 .1 showing the attitude of undergraduate students towards the use of ICT 56

Figure 4.2. 3 Showing the attitudes of undergraduate students towards the use of ICT 56

4.2.4. WHAT SKILLS DO UNDERGRADUATE STUDENTS HAVE IN THE

UTILIZATION OF ICT 57

4.4.5. WHAT ARE THE CHALLENGES FACED BY UNDERGRADUATE STUDENTS

WHEN UTILIZING ICT 60

Figure 4.2. 5 Showing the challenges faced by Undergraduate students when utilizing ICT
61

4.4.6. CONCLUSION 61

CHAPTER FIVE: DISCUSSION OF FINDINGS< SUMMARY< CONCLUSION AND

RECOMMENDATIONS 62

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5. INTRODUCTION 62

5.2. DISCUSSIONS ACCORDING TO OBJECTIVES OF THE STUDY 62

5.2.1. TYPES OF ICT THAT ARE USED BY DLIS UNDERGRADUATE STUDENTS

AND HOW DO THEY ACCESS THESE ICT TOOLS 62

5.2.2. ATTITUDE OF STUDENTS TOWARDS THE USE OF ICT 63

5.2.3. THE SKILLS THAT STUDENTS HAVE IN USING ICT 63

5.2.4 CHALLENGES FACED BY UNDERGRADUATE STUDENTS WHEN

UTILIZING ICT 64

5.3. SUMMARY 64

5.4. CONCLUSION 65

5.5. RECOMMENDATIONS 65

5.6. SUGGESTIONS FOR FURTHER RESEARCH 66

6. REFERENCES 67

APPENDIX A: Questionnaire Cover Letter 73

APPENDIX B: Student Questionnaires 74

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LIST OF FIGURES
Figure 4.1. 1 Age of the Respondents 48
Figure 4.1. 2 Gender of the Respondents 49
Figure 4.1. 3 Race of the Respondents 49
Figure 4.1. 4 Study level of the Respondents 50
Figure 4.1. 5 Home Language of the Respondents 50
Figure 4.2. 1 Showing ICT tools used by the respondents 52
Figure 4.2. 2 Showing how students access ICT tools 53
Figure 4.2. 3 Showing the attitudes of undergraduate students towards the use of ICT 57
figure4.2.4 Showing the skills to utilize ICT by Undergraduate students. 60
Figure 4.2. 5 Showing the challenges faced by Undergraduate students when utilizing ICT 62

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LIST OF TABLES
Table 4 .1 showing the attitude of undergraduate students towards the use of ICT
Table 4.2 Showing the skills students have in utilizing ICT
Table 4.3. Showing challenges faced by undergraduate students when utilizing ICT

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 LIST OF ABBREVIATIONS AND ACRONYMS

LIS - Library and Information Sciences

HES - Higher Education System
ICT - Information and Communication Technology
CAI - Computer Assisted Institution
CBT - Computer Based Training
MOOCs - Massive Open Online Courses
WEB - Web-Based Training
ADL - Activities Daily Lives
LMS - Learning Management Systems
Institute Electronical and Electronics
IEEE -
Engineering
HEIs - Higher Education Institutions
IMS - Integrated Management System
WWW - World Wide Web
CMS - Computer Mediated Communication
CCE - Continuous and comprehensive Evaluation
British Educational Communication and
BECTA - technology Agency

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CHAPTER ONE: INTRODUCTION AND BACKGROUND OF THE STUDY

1. INTRODUCTION

In today’s society, Information and Communication Technologies (ICT) has proven to be

playing a vital role in almost every area. This includes the use of ICT’s widely in education.
As such ICT has made a huge difference in promoting blended education this includes
online and traditional education. There is growth in education more especially on the
dependence on technology. As such, students are expected to improve their ICT skills in
order for them to be able to use the various ICT tools that are available for teaching and
learning. (Olatoye et al, 2019) indicates that ICT enables the use of novel educational
materials and the renewal of learning methods, allowing students to collaborate more
actively and simultaneously acquire technological expertise.

While it is understood that ICT have many definitions, it is worth indicating that ICT in
education improves and further supports teaching and learning and as such, the latter has
grown significantly, (Oulmaati et al, 2017). Current research has indicated that ICT assist in
transforming a teaching environment into a learner-centered one (Castro and Aleman,
2011). Since student t are actively involved in a learning process in ICT classrooms, they
are authorized by the lectures to make decision, plans, and do forth (Lu, Hou and Huang,
2010). ICT therefore provides both students and instructors with more educational
affordance and possibilities. More specific benefits of using ICT in education using ICT will
be an indispensable prerequisite for these students.

The increase on use of Information Communication Technology (ICTs) has brought changes
to teaching and learning at all levels of higher education systems (HES) leading to quality
enhancements in the 21st century. Traditional forms of teaching and learning are
increasingly being converted to online and virtual environments. There are endless
possibilities with the integration of ICT in the education system (Patidar, 2018). The use of
ICT in education does not improve classroom teaching learning process, but also provides
the facility of e-learning. Successful implantation of ICT to lead change is more about
influencing and empowering teachers and supporting them in their engagement with student
in learning rather than acquiring computer skills and obtaining software and equipment. ICT
education will ultimately lead to the democratization of education in the 21st century. The
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adoption and use of ICTs in education have positive impact on teaching, learning, and
research (Moonar and Underwood, 2018). ICT can affect the delivery of education and
enable wider access to the same. In addition it will increase flexibility so that student can
access the education regardless of time and geographical barriers in the 21st century.
Similarly wider available of best practices and best course material in education, which can
be shared by means of ICT, can foster better teaching and improved academic achievement
of students. The ICT overall literature suggested that successful ICT integration in
education.

Information and Communication Technology (ICT) are technological tools and resources
that used to communicate, and to create, disseminate, store and manage information. These
technologies include computers, the internet radios, television, telephone and so on. ICTs
have potentially powerful enabling tools and resource for educational change and reform. In
other word ICT help expanding access to education, strength the relevance of education and
promote educational quality. Increasing the quality of education is very important point for
policy makers concerned with education usage of ICT improve the quality of effectiveness
of education in several ways; by increasing student motivation, by simplifying the
acquisition of basic skills and by enhancing lectures training (Haddad, 2002).

1.1BACKGROUND OF THE STUDY

This study was conducted in the Department of Library and Information Science at the
University of Fort Hare. The Department offers undergraduate student and postgraduate
programmes in library and information science (LIS) including archives and record
management. Since its inception, the areas of Library and information Science has evolved
to be technologically focused, with chances to take advantage of ICT’s distinctive qualities
(Sam, 2015). It is crucial that Library and Information Science adapt a new trend and
developments in order to improve the relevance and responsiveness of academic offerings
and to improve student’s graduate and employability. This study intended to determine how
Library and Information Science undergraduate students utilize information communication
technology (ICT) at the university of Fort Hare attitudes. (Sindhu, 2013) argues that ICT
have continued to improve and expand over and over, software-based network applications
are being developed and applied far beyond the information and communication industries.

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The study further intended to investigate the challenges faced by undergraduate students
when utilizing ICT.

This research focuses on the Library and Information Science students at the University of
Fort Hare. Department is under the faculty of social science and humanities. The
Department of Library and information science is allocated in Psychology building. Its
vision is to develop the knowledge and skills needed to prepare librarians and information
professionals to manage and evaluate information effectively, to take leadership roles in
information settings, to effectively manage organisational and technological change, and to
assist diverse information users in effectively accessing and utilizing information for
personal, public and organisational decision-making and problem solving.

1.2. PROBLEM STATEMENT

In today’s global economy, universities that want to survive and strive to stay competitive
must continuously be innovative across human, material and technological levels (Fillion,
2012). Many (Higher Education Institutions) (HEIs) have made huge efforts to position ICT
as a central tenet to support education (Draper, 2010). The developments in ICT and the
internet in the past decade have resulted in institutions spending a considerable number of
resources to procure, install and maintain various ICT equipment and technology
infrastructure to complement face-to-face course delivery. Investments in terms of material
resources, finances, time and training to create ICT-enabled learning environments for
students and academics have been recorded (Czerniewicz & Brown, 2009). (Alavi and
Leidner, 2001) posit that universities and corporate training facilities have invested at an
increasing rate in ICT to improve education and training.

However, the actual use of ICT at universities by students and academics remains
inconsistent and highly variable even within institutions thus causing many challenges
(Selwyn, 2017). This is an indication that many students are still grappling with ICT
adoption and integration (Kopcha, 2012). Although there has been an increase in the number
of students and academics who are eager to integrate ICT into their teaching and learning
repertoire, there is equally a large number of academics who are still unconvinced of the
need to integrate ICT into their teaching practice causing challenges to students who have to
learn using the various information and communication technologies (Mehra & Mital,

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2019). Various stakeholders are concerned that academics are making limited formal use of
ICT in their pedagogical practice despite the increased investment in ICT (Ndawula, 2020).

Given the above, students are however learning using the various tools that are offered by
the institution in regard to information and communication technology and it is vital that
their attitude towards using ICT be known. It is argued that little has been done in finding
out how students at the University of Fort Hare especially in the department of library and
information science utilize the available tools of technology. Furthermore, (Rampersad,
2011) states that little has been done in terms of assessment of ICT utilization and initiatives
to determine if the investment has yielded the expected returns. Universities, lecturers and
tutors are constantly searching for better teaching methods and are developing innovative
approaches that are capable of meeting the universities’ actual and future demands (Fillion
et al., 2012). Since academics are institutionally mandated to incorporate technology use in
their teaching repertoire accordingly, there is a need to explore how students are using these
available ICT tools and if that use is making a meaningful contribution to their learning
repertoire.

1.3. AIM OF THE STUDY

The main aim of this study to find out how undergraduate students utilize information and
communication technology (ICT) in the department of Library and Information Science at
the University of Fort Hare.

1.4. OBJECTIVES
1.4.1. To find out the types of ICT tools used by undergraduate students and how they
access these ICT tools.
1.4.2. To determine how Library and Information Science undergraduate student utilize ICT
at the University of Fort Hare.
1.4.3. To find out the skills that students have in using ICT’s.
1.4.4. To investigate the challenges faced by undergraduate students when utilizing ICTs.
1.5. RESEARCH QUESTIONS
1.5.1 What are the types of ICT tools that are used by undergraduate students and how
they access these ICT tools?

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1.5.2 What are the attitudes of undergraduate students towards ICT use in the University
of Fort Hare?
1.5.3 What skills do undergraduate students have in the utilization ICTs?
1.5.4 What are the challenges faced by the undergraduate students when utilizing ICTs?

1.6. SIGNIFICANCE OF THE STUDY

This study served to be of benefit to undergraduate students in the department of library and
information science. To students this study benefited them to be aware of the challenges and
how they should seek assistance when they face challenges. This study also benefited all
undergraduate students in the university of Fort Hare and other universities as well in
making them aware of the good side and the challenges of ICT and how they can overcome
this challenges. To researchers this study would benefit them in making them to be aware of
the fields and parts that are not touched and how challenges can be fixed. ICT help the
students in understanding the concepts taught in class better and, this way, lectures will have
less workload. Such websites will also help lectures to show the students how questions
related to their specialty are framed early enough so that students can concentrate on
knowledge acquisition during class hours.

The University of Fort Hare would benefit from this study by being aware of the factors that
affect undergraduate student in the department of library and information science when they
are utilizing ICT. This information informed decisions about providing the necessary
support when they are using the ICT. The findings of the study will help undergraduate
students in the department of library and information science to demonstrate their current
ICT skills. Also it would the right blend of perception and attitude needed for ICT
utilization. Researchers will also benefit from this study more especially when researching
for their studies. In addition, it would help student to develop a positive attitude of ICT
skills needed so that it can be possible for them to complete their higher education.

1.7 LITERATURE REVIEW

It depends on the local culture and the particular ICT available and how it is configured and
managed. The understanding, management and configuration of the available technology
might vary the concept of ICT from a collection of tools and device used for a particular
task (Gokhe 2015). ICT introduced to student long time ago but it depend to the attitude of

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the student on how to use it in a good way. Information and communication technology
(ICT) has become, within a very short time, one of the basic building blocks of modern
society. Many countries now regard understanding ICT and mastering the basic skills and
concepts of ICT as the part of the score of education, alongside reading, writing and
numeracy (Heng Luo 2012).

1.8 SCOPE AND LIMITATIONS

This study was only limited to undergraduate students in the Department of Library and
Information Science at the University of Fort Hare Alice campus, across all four study
levels. Given the restrictions imposed by the Covid-19 Pandemic, the researchers will not be
able to hand deliver the questionnaires to the respondents instead questionnaire will be sent
via emails.

1.9 RESEARCH METHODOLOGY

Research methodology simply refers to the practical ‘’how’ of how any given piece of
research. More specially, it’s about how a researcher systematically designs a study to
ensure valid and reliable results that address the research aims and objectives. For example,
how did the researcher go about deciding what data to collect or ignore. According to (Asaf,
2020) research methodology justify the design choices, by showing that the chosen methods
and techniques are the best fit for research aims and objectives, and will provide valid and
reliable results. This study used a quantitative research methodology. (Patton, 2005), believe
that quantitative methodology poses questions of what, who, where, when, how much and
how. Quantitative research is used to qualify behaviours, opinions attitudes, and other
variable and make generalizations from a large population. In order to express facts and
identify trends in study, quantitative research uses quantifiable data. Statistical and
mathematical methods are used in this types of methodology to produce conclusions.
Analyzing quantitative research methods is simple. If the selection procedures is properly
thought out and the sample is proactive of the study population, results from quantitative
research can be generalized (Waston) 2020.

1.10. RESEARCH DESIGN

Research design refers to the overall strategy that you choose to integrate the different
components of the study in a coherent and logical way. Thereby, ensuring you will

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effectively address the research problem many; it constitutes the blueprint for the collection,
measurement, and analysis of data. De Vaus (2016). This study used a survey research
design (Gregar 1994). Survey research is defined as ‘the collection of information from the
sample of individuals through their responses to questions (Check and Schutt, 2012, p 160).
This type of research allows for a variety of methods to recruit participates, collect data, and
utilize various methods of instrumentation. Survey research can use quantitative research
strategies (e. g using open ended questions) or both strategies (e. g mixed methods).
According to (Siliwey, 2019) survey research is important because is the powerful tool that
researchers use to gather data. Survey research is relevant to the study because as it is
already stated it is important because it gather data, so as per research question the goal is to
know the utilization of ICT by undergraduate student in the department of library and
information science at the University of Fort Hare. Survey research method will help this
study on getting all the information that is needed.

1.11. STUDY POPULATION

A research population is generally a large collection of individual or objects that the main
focus of a scientific query. (Oskar, 2020). The participants in a research study are referred to
collectively as the population (De Sherbini, 2020). A target population for this study are
undergraduate students of the department of library and information science at the
University of Fort Hare. According to faculty manager of social science and humanities
(Mguni Zandiswa), there are 283 undergraduate students under the department of Library
and Information science.
According to (Taherdoost, 2016) sampling is a process used in statistical analysis in which a
predetermined number of observations are taken from a large of population. The
methodology used to sample from a large population depends on the type of analysis being
performed, but it may include sample random sampling or systematic sampling. Sampling it
is important because it save money by allowing the researchers to gather the same answers
from a sample that they would receive from a population. Non random sampling is
significantly cheaper than random sampling, because it lowers the cost associated with
finding people and collecting data from them (Moss, 2019). This study used stratified
random sampling and Purposive sampling. Stratified random sampling is a method of
sampling that involves the division of a population into smaller sub groups known as strata.
In stratified random sampling, the strata are formed based on members share attributes or
characteristics such as income or educational attainment (Asio, 2021). In purposive

7
sampling, researchers rely on their experience, ingenuity or previous research findings to
select respondents who seem to be appropriate for the research project. For instance, if we
wanted to investigate levels of satisfaction with the services offered by a particular library,
we might select those users who look disgruntled or dissatisfied with the library's services,
as they are more likely to have experienced problems with the library.

1.13 DATA COLLECTION

According to Mertens (2021) Data collection is the means through which researchers gather
information to answer research questions and support and defend all conclusions and
recommendations based on study findings. This study used questionnaires to collect
information from the student. Will be used using a free application of Google form because
it is more advantageous. They provide a relatively cheap, quick and efficient way of
obtaining a large amount of information forma a large sample and data can be collected
relatively because the researcher would need to be present when the questionnaires are
being completed. According to (Chen et al, 2021) questionnaire is the research tool
featuring a series of questions used to collect a useful information from the participants.
Questionnaires are valuable method of collecting a wide range of information from the large
number of individual.

1.14. DATA ANALYSIS

According to (Mattew , 2021), data analysis is a process that involves categorizing,
arranging, altering, and summarizing data in a meaningful way. According to (Shamoo and
Resnic,2003) various analytic procedures provide way of drawing inductive inferences from
data and distinguishing the signal from the statistical fluctuations present in the data. Data
will be analyzed using Microsoft excel and presented using tables, graphs and charts.

1.15. VALIDITY AND REALIBILITY

Validity and reliability are concepts used to evaluate the quality of research. They indicate
how well a method, technique or test measure something. Reliability refers to how
consistently a method measures something. If the same results can be consistently achieved
by using the same methods under the same circumstances, the measurement is considered
reliable. Validity refers to how accurately a method measures what it is intended to measure.
If research has high validity that means it produces results that correspond to real properties,

8
characteristics, and variations in the physical or social world. To ensure validity and
reliability, our supervisor was given a questionnaire to test if it is valid and reliable enough
to be conducted. Corrections were made, considering the suggestion of our supervisor to
ensure its validity prior to be given to the respondents.

1.16. ETHICAL CONSIDERATION

Research ethics may as refer as doing what is morally and legally right in research. They
actually norms for conducting and distinguished between the right and wrong, and
acceptable and unacceptable behaviour (Resnic, 2015). Research ethics are important in
many ways, firstly they promote the research aims, such as expanding the knowledge.
Research ethics can be useful in helping to prevent deviations from norms even if it does not
prevent misconduct. Research ethics it can help people get a better understanding of ethical
standards, and issues and improve ethical judgment and decision making. It is Important to
understand the basic ethics research. That is no psychological and financial harm is to be
incurred by the research participants. Before collecting data, an ethical clearance certificate
will be acquired from the research ethic committee of the university of Fort Hare. The
participants will surely be made aware that the information sought was strictly for academic
purpose only. The data obtained from the participants will remain confidential and will not
be released to other people or be published without the source, agreement as in ways that do
not allow for identification of individual sources. Respondent will be assured anonymity and
they will ask not write their names and contact in the questionnaires. University of Fort
Hare policy will guide this study on research ethics. The ethical clearance will be sought
from the inter faculty research ethics committee.

1.17. DEFINITION OF WORDS

Information and communication technology ICTs is a diverse set of technological tools
and resources used to transmit, store, create, share or exchange information (Giles, 2018).
These technological tools and resources include computers, (websites, blogs and emails),
live broadcasting technologies (podcasting, audio and video players and storage devices)
and telephony (fixed or mobile, satellite, video- conferencing etc.)
Student - A person who is actively registered in an accredited institution and who is
expected to spend a minimum given time in a lecture hall or classroom (Oxford Dictionary

9
2013). In this study, since the researcher is dealing with a higher education institution of
learning, the retain definition of students.

Library and information science (LIS) - LIS education considered as interdisciplinary

courses and teaching new methods of providing information services and has continuously
changing technology, the need for reformation is crucial (Malekabadizadeh, Shokraneh &
Hosseini 2009).

Researcher – A person that carries academic or scientific research.

Data collection method is the process of gathering information about the specific subject
(Catherine cote 2021).

Data analysis - A process of systematically applying statistical and/or logical techniques to

describe and illustrate, condense and recap, and evaluate data.

Research methodology - The practical “how” of any given piece of research.

Research design - Overall strategy utilized to carry out research that defines a succinct and
logical plan to tackle established research question through collection, interpretation,
analysis and discussion of data.

Population is the entire group that you want to draw conclusions about.

Sampling it is the process of selecting the group that you actually collect data from in your
research.

Data analysis - The process of systematically applying statistical and/or logical techniques
to describe and illustrate, condense and recap, and evaluate data.

Research ethics - Doing what is morally and legally right in research.

Survey research - The collection of information from a sample of individuals through their
responses to question.

1.18. STRUCTURE OF THE RESEARCH

Chapter One explains the outline of the research. This chapter includes a brief explanation
of the research background and the introduction of a research. Moreover, the first chapter
contains explanation of the research aim and objectives.

10
Chapter Two consist of literature review and research problem. This chapter contains
definitions of main terms and explains search strategy for the secondary data. Viewpoints of
other authors regarding the research area in general and research problem have been
presented in a logical manner in this chapter.
Chapter Three addresses research methodology. The chapter explains the research process.
Moreover, research methodology chapter contains explanation of research design, and the
choice and implementation of data collection methods. Sampling aspect of the study and
discussions of ethical considerations are also included in this chapter.
Chapter Four contains presentation of the primary data collected through questionnaires.
Presentation of primary data findings have been facilitated through bar chart/ pie charts.
Brief discussions will be included to explain each chart.
Chapter Five concludes the work and summarizes the level of achievement of research aim
and objectives. The chapter comprises acknowledgement of limitations of the study and
highlights scope of future studies in the same research area.

1.19. CONCLUSION
This study is about the utilization of Information Communication Technology among
undergraduate students. ICT increase student’s motivation promote deep and collaborative
understanding, facilitate lifelong learning, after easy access to information and shared
resources and help students to think and communicate creatively. ICT help students to
become competent and confident users who can use basic knowledge and skills acquired to
assist them in their daily lives. It is also supposed to prepare students for the world of
tomorrow. It aims to help learners to have an open and flexible mind.

11
CHAPTER 2

2. INTRODUCTION
The background of the study, problem statement, the aim of the study, research objectives
and questions, significance of the study, research methodology, and definitions of key
terminology were all provided in the previous chapter to set the stage. It is appropriate to
update the reader on the prior research on the usage of ICT by students in the department of
library and information science after presenting the study's background and goal. This
chapter will be based on the following:

● The Information Communication Technology (ICT)

● Information Communication Technology (ICT) in higher education

● The use of ICT tools by undergraduate students

● Benefits of ICT

● Drawbacks of ICT

● Changes in teaching methods when introducing ICT

● Barriers of ICT

● Personal barriers of ICT

● Organisational barriers of using ICT in higher institution

● Students belief towards ICT

● Affordability of ICT

● Challenges of ICT

● Studies conducted in regard on the use of ICT around the world, Africa and South

Africa

12
 ● Studies on ICT in developing countries

● Studies on ICT in developed countries

● ICT in South Africa

● Comparison of ICT between South Africa, Developed countries and Developing

countries

A literature review is a summary of the literature that is pertinent to a certain subject or

field. It provides a summary of what has been stated, names of significant authors,
descriptions of prevalent theories and hypotheses, questions being posed, and approaches
and methodologies that are acceptable and helpful (Kraus et al.,2020). Therefore, it is not
primary research in and of itself; rather, it reports on findings from other sources. Although
the majority of the main reports utilized in the literature are written materials, some may be
vocal.

Given the above, students are however learning using the various tools that are offered by
the institution in regard to information and communication technology and it is vital that
their attitude towards using ICT be known (Fauville 2014). It is argued that little has been
done in finding out how students at the University of Fort Hare especially in the department
of library and information science utilize the available tools of technology. Furthermore,
(Rampersad, 2011) states that little has been done in terms of assessment of ICT utilization
and initiatives to determine if the investment has yielded the expected returns. Universities,
lecturers and tutors are constantly searching for better teaching methods and are developing
innovative approaches that are capable of meeting the universities’ actual and future
demands (Fillion et al., 2012). Since academics are institutionally mandated to incorporate
technology use in their teaching repertoire accordingly, there is a need to explore how
students are using these available ICT tools and if that use is making a meaningful
contribution to their learning repertoire.

2.1 INFORMATION COMMUNICATION TECHNLOGY (ICT)

Technology known as information and communication technology (ICT) is used to manage
communications activities including telecommunications, broadcast media, intelligent

13
building management systems, audio-visual processing and transmission systems, and
network-based control and monitoring functions (Ghavifekr 2016). ICT is sometimes used
as a longer synonym for information technology (IT), but its application is in some ways
broader. ICT is a term that is frequently used to describe the fusion of many technologies as
well as the sharing of transmission lines that transmit a wide variety of data and
communication types and formats (Tapashi, 2018). This study is to determine the use of ICT
by undergraduate students in department of library and information science and how these
students access ICT. And further to find out the challenges they face when using ICT tools.
ICT has been given several different definitions over the years (Aminatun, and Ayu 2021).
It is typically related to maintaining and consolidating telecom infrastructure as well as
combining technologies that use the same transmission lines. ICT may also be used to
provide telecommunication services to underserved areas or to encourage the development
of more active IT and telecommunications networks and services (Park and Heo, 2020).

Information and communication technologies (ICTs) is a more inclusive term for

information technology (IT), which includes all media applications and services that allow
users to access, retrieve, store, transmit, and manipulate information in a digital form (Ojha
2021). Examples of ICTs include the internet, wireless networks, cell phones, computers,
software, middleware, video conferencing, social networking, and other media (Kuzior and
Lobanova, 2020). ICTs also refer to a unified system of cabling (including signal
distribution and administration) or connection system that enables the integration of media
technologies, such as audio-visual and telephone networks with computer networks. Since
the ideas, practices, and technologies associated with ICTs are always growing, there isn't a
single definition of ICTs that is accepted worldwide (Scholar, 2020).

2.1.1 HISTORY OF ICT

Information communication technology (ICT) in education can be linked in some ways to
the evolution of very primitive tools, such as drawings on cave walls. But typically, its
history is made to begin with educational films from the 1900s or Sidney Pressey's
mechanical teaching apparatuses from the 1920s (Fuglestad 2005).

In the US, soldiers were trained during World War II using instructional videos and other
media. Streaming audio and video, PowerPoint presentations, voice-over, and other

14
presentation-based technologies are only a few examples of the many ways that people can
now acquire knowledge through aural and visual reception (Nadeem 2022). Hypertext, or V.
Bush's memex, was another fascinating development of the 1940s (Choy 2006). The 1950s
produced two significant, still widely used designs. Skinner's research produced
"programmed instruction," which divided up the curriculum into manageable chunks and
rewarded right answers frequently and early. Based on his taxonomy of intellectual
behaviors, (Bloom, 1990) promoted a mastery approach to learning and supported
instructional methods that changed instruction and time in accordance with learner needs. In
the 1970s through the 1990s, models based on these concepts were commonly known as
computer-based training (CBT), computer-aided teaching, or computer-assisted instruction
(CAI). In a more condensed form, they resemble the "e-contents" of today, which frequently
serve as the centerpiece of "e-learning" setups, also known as web-based training (WBT) or
e-instruction. The learning materials are broken up into smaller text segments and presented
in a multimedia format by the course creator (Cross 2014). For self-evaluation and
coaching, frequent Multiple-Choice questions with instant feedback have been introduced.
Such electronic content can rely on Institute of Electrical and Electronics Engineers (IEEE),
Activities of Daily Lives (ADL), and Integrated Management System (IMS) standards. A
number of educational institutions that fall under the category of computer-based learning
were founded in the 1980s and 1990s (CBL). These environments concentrated on
instructing both abstract and domain-specific problem solving, frequently based on
constructivist and cognitive learning theories (Pocatilu 2010). Simulations (computer
environments where learners can tinker with the parameters of dynamic systems), micro-
worlds (computer environments where learners could explore and develop), and hypertext
were the most popular technology.

The World Wide Web (WWW), email, and forums were key components of the digitized
networking and communication in education that began in the middle of the 1980s and
gained popularity in the middle of the 1990s. There are differences between the two main
types of online education. The previous variety, based either on computer-based training
(CBT) or learning (CBL), centred on the interaction between the student and computer drills
and tutorials on the one hand or micro-worlds and simulations on the other. Both can now
be provided via the internet (Livingstone 2012). Today, computer-mediated communication
(CMC), where the main mode of interaction is between students and teachers, is the

15
prevailing paradigm in the traditional educational system (Beardsley 2010). While CMC
calls for the scenario of flexible learning activities and incorporates teacher/tutor
facilitation, CBT/CBL typically refers to individualized (self-study) learning. Modern ICT
also offers educational institutions the means to support learning communities and the
knowledge management activities that go along with them. Additionally, it offers resources
for managing students and curricula.

In addition, learning technology not only improves the classroom but also play a significant
part in full-time distance instruction. While the majority of high-quality programs still
employ paper, videos, and occasionally CBT/CBL materials, there is a surge in the usage of
online forums, instant messaging, video conferencing, etc. for online instruction. Smaller
groups of students are frequently served by blended or hybrid course designs that combine
in-person instruction (typically at the start and conclusion of a module) with online learning
activities and a variety of pedagogical philosophies (e.g., drill & practise, exercises,
projects, etc.). The introduction of numerous mobile and ubiquitous technologies in the
2000s gave contextual learning theories that promote learning-in-context situations a fresh
boost. The phrase "integrated learning" is sometimes used in literature to refer to blended
learning situations that include classroom and real-world (for example, workplace) settings.
Web services, both educational and not, are becoming more and more common.

Massive Open Online Courses (MOOCs), the consolidation of rapid e-learning in business,
the comeback of simulations through serious gaming, and a technical tendency toward
HTML5 delivery are some of the trends for the decade of 2010. (As opposed to proprietary
solutions). Non-educational online programs, such as shared office software, note-taking
tools, and other instant messaging tools, are now widely used( Moshood, and Nawanir
2022), G. Additionally, there is a lot of chatter about using statistical AI and learning
analytics to examine data. Other themes, such as PLE or educational badges, are not as
popular. The (UK-based) Association for Learning Technology Annual Surveys show that
simple content delivery and simple student management and assessment systems are still in
charge.

The societal revolution that results from ICT use in education helps a nation's skill needs
(Jaffer et al., 2007). In order to improve the quality of activities and draw in new students,

16
universities can stay competitive by utilizing modern technology in teaching and learning
(Mlitwa, 2006). The South African National Plan for Higher Education places a strong
emphasis on university initiatives that create an information society through the use of
technology to knowledge advancement, enhance education, and support the new educational
system. In order for South African universities to compete internationally, be innovative,
and cater to the learning preferences and styles of digital natives who yearn to learn in an
active, real-world setting, ICT integration was necessary.

2.1.2. INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN HIGHER

EDUCATION
In the last 50 years, higher education systems have expanded rapidly to fulfill the need for
high-quality education for everyone. Due to the rapid improvements in information and
communication technology, this element has further acquired pace (ICT). In this context, the
availability of high-quality in higher education for all people has emerged as a key
determinant of economic growth and development (Ahmadi and Keshavarzi 2011). The
contribution of open and distance learning facilities is growing in order to improve access to
higher education and extend its reach to the most rural areas of the nation. Additionally, it
offers lifelong learning opportunities at a reasonable price.

Information and communication technology (ICTs) in all facets of life have become
ubiquitous institutions. Over the past years, the utilization of ICT has profoundly altered the
processes and procedures of almost all aspects of business and governance efforts (Toro and
Joshi 2012). Education is a highly socially focused practice and quality education has
historically been connected to strong lectures with high level of personal interaction with
students. According to (Anie 2011) Utilization of ICT in high education lends itself to more
learning environment focused on students. With the world rapidly evolving into digital
media and information, however, The of ICT in higher education is becoming increasingly
important and will continue to grow and evolve in the 21 st century (Sarkar 2012). Efficient
utilization of ICT higher education, along with the use of ICT in teaching and learning
process; consistency and accessibility of education; encouragement to learn. About learning.
Besides, a description of ICT and scholastic achievement.

17
The information and communication technology (ICT) is an umbrella term that includes any
communication device or application, encompassing radio, television, cellular phones,
computer, and network hardware and software, satellite systems and so on, as well as the
various services and applications associated with them, such as videoconferencing and
distance learning (Harerimana and Mtshali 2019). When such technologies are used for
educational purposes, namely, to support and improve the learning of students and to
develop learning environments, ICT can be considered as a subfield of educational
technology. ICTs in higher education are being used for developing course material;
delivering content and sharing content; communication between learners; lectures and the
outside world; creating and delivery of presentation and lectures; academic research;
administrative support, student enrolment etc. ICT can be regarded as a subfield of
Educational Technology when such technologies are utilized for educational goals,
specifically to assist and improve student learning and to create learning environments
(Sulelman and Yhya 2020). ICTs are used in higher education for a variety of purposes,
including creating and delivering lectures and presentations, conducting academic research,
providing administrative support, enrolling students, etc. ICTs are also used to develop
course materials, deliver content, share content, and facilitate communication between
students, teachers, and the outside world.

Students and university personnel must use ICT to obtain knowledge in today's information
society if they want to stay up to date on the most recent advances. In such a situation,
education, which is always crucial to the economic and social development of a nation,
assumes even more significance (zweekhorst and Mass 2015). Education boosts a person's
capacity for productivity as well as their ability to make money. It increases their social
interaction, gives them access to better health, and offers a number of other intangible
advantages. It also gives them a sense of well-being and the capacity to absorb new ideas.
The many ICT tools that is currently available and relevant to education, such as
teleconferencing, email, and audio conferencing.

Every year, society has more expectations for higher education. One of the top priorities for
educational reform is integrating ICT into teaching and learning (Punie 2007). ICT is
frequently regarded as a necessary tool to fully engage in the knowledge society. In the
twenty-first century, ICTs must be viewed as "an vital component of teaching's cultural

18
arsenal, enabling new and transformative models of growth that extend the nature and reach
of teacher learning wherever it takes place." A crucial concern, especially when education is
expanding and developing, is improving and increasing the quality of instruction and
education (Rizk, and Kamel 2013). ICTs can enhance student engagement and dedication to
learning, make it possible for students to gain foundational skills, and enhance teacher
preparation, to name a few ways. ICTs are also tools that facilitate and bring about
transformation, and when used effectively, they can promote the move toward a learner-
centered environment.

According (Phang and Kankanhaili 2008) Information and communication technology

(ICT) provide a broad perspective on the nature of technology, how to use and apply a
variety of technologies, and the impact of ICT on itself and society. Technology is about the
ways things are done; the processes, tools and techniques that alter human activity. ICT in
higher education it’s about the way student communicate, inquire, and make decisions and
solving problems. It is the processes, tools and techniques for

● Gathering and identifying information

● Classifying and organizing

● Summarizing and synthesizing

● Analyzing and evaluate

The goal of ICT in higher education is to prepare young people to contribute creatively to
the creation, maintenance, and expansion of a knowledge society that will result in the
nation's overall socioeconomic development and increased worldwide competitiveness
(Tyagi, 2020). The adoption of ICT in higher education has significant effects on all aspects
of the educational process, from funding to the use of technology to address important
concerns like access, equity, management, efficiency, pedagogy, and quality (Loing, 2005).
ICT offers a technology that has the potential to encourage and promote the shift in
educational models from being a teacher-directed business to ones that are student-centered.
The importance of technology will grow as more students use computers as informational
resources and analytical tools to aid in their academic pursuits.

19
According to (Garcia-Valcarcel, Munoz-Repiso, 2015) In supporting Knowledge
Construction, means allowing learning to be connected to context and practice, learning
methodologies using modern ICTs offer several options for constructivist learning and
support for resource-based, student-centered settings. Educational institutions are able to
offer distance learning programs with the aid of ICT (Divaharan 2010). These facilities are
now accessible to many students through learning environments supported by technology.
ICT made it possible by technology do away with distance learning restrictions. Students
can pursue education at any time, any place, and at any location. Many more students who
previously were limited by other responsibilities have now had the opportunity to learn
thanks to this flexibility (Divaharan 2010). With the increased usage of ICT in daily life,
information literacy has recently been added to the list of general skills. .It is highly
probable that due to the future developments and growth in technology, it will help further
for information literacy.

2.1.3. THE USE OF ICT TOOLS BY UNDERGRADUATE STUDENTS

According to (Akay 2016) Information Communication Technology (ICT) tools contribute
to high quality lessons since they have potential to increase students’ motivation, connect
students to many information sources, support active in-class and out-class learning
environments, and let instructors to allocate more time for facilitation. Therefore, use of ICT
tools in teaching and learning process becomes a great area of research for many educators
(Tondeur 2009). These technologies increase students’ motivation, self-confidence and self-
esteem to learn. Additionally, new technologies usually encourage independent and active
learning, as a result, the students feel more responsible for their own learning. Considerable
number of research on the contribution of ICT in modernizing learning and teaching,
triggers attempts to incorporate these technologies in order to benefit in terms of quality of
education, flexibility, access, and its cost (Cigdemoglu 2016).

Sheard (2016) showed that the undergraduate students were diverse with regards to
technology access, use, and preferences. Most of the undergraduate students had access to
mobile phones, desktop computers, and the internet. Computers are used to create and edit
text, play music, and create multimedia presentations. The uses of mobile phones were to
call people, text people, and to take digital photos or videos (Alkamel, and Chouthaiwale

20
2011). Uses of web-based technologies were to send or receive emails, browse for general
information, and look up reference information for educational purposes. Several uses of
computers and mobile phones were not very popular among undergraduate students. For
instance, more than half of the undergraduate students had not used a desktop computer for
creating web pages, or audio and video material. In addition, about two-thirds of the
participants had not used a mobile phone to access the web or to send or receive emails
(Sanchez 2011).

Furthermore, several web services were not very popular among undergraduate students.
For instance, more than half of the students had not used web services to play network
games, to use instant messaging, to build and maintain a website, to participate in social
networking sites, to participate in web conferencing, to read RSS feeds, to comment on
other people’s blogs, to create blogs, or to contribute to the development of a wiki. In
another recent study in Australia, Gosper, et al. (2014) examined university students’ use of
technology in 2010 and 2013.

In 2013 the number of undergraduate students was 2,849, it has been showed that 96% of
the undergraduate students had access to a laptop or desktop computer at home, 69% of the
undergraduate students had access to a university-provided computer, and 82% of
undergraduate students had access to a Smartphone, whereas in 2010 only 53.6% had access
to a Smartphone. However, very low changes were observed in the percentage of students
who had access to computers in 2010 and 2013. In addition, the results in 2013 showed that
each of the following technologies was used by more than 30% of undergraduate students
for educational purposes: internet search engines to find online resources, Wikipedia to find
information, library tools to find online resources, and Facebook for group work. The results
also showed that over 60% of the undergraduate students frequently used Learning
Management System (LMS) tools for educational purposes.

They had easy access to common types of technologies such as computers and the internet.
They had moderate competencies in the general use of these common technologies, and
high competencies in using smartphones. They were users of common digital tools and
applications for personal purposes. Their ownership, access, competencies with, and use of
ICT for personal purposes did not result in extensive use of ICT for educational purposes.

21
However, students’ use of ICT for informal learning had multifaceted relationships with
their use of ICT for personal purposes, ICT access, and ICT perceived competencies.
Students’ ICT use for informal purposes is also influenced by their gender. However, the
students’ use ICT for formal learning was not directly influenced by their ICT access, ICT
perceived competencies, gender, or major. But students’ use ICT for formal learning was
related to their use of ICT for personal purposes and for informal learning. Nowadays
university students surrounded by technology, some common types of these technologies
include smartphones, Social Networking Service (SNS), computers, and the internet. They
know how to use these types of technologies. Students’ use of ICT in their learning is
directly and indirectly influenced by several factors. University administrators and faculty
members should take advantage of students’ use and experience of specific types of ICT
such as smartphones and SNS in their personal and social life by formally integrating such
ICT in students’ learning.

Anyone concerned with teaching and learning in the 21st century needs to grasp the nature
of the unique technology-mediated tasks learners can engage in for learning activity and
how suck tasks can be used for assessment. Learners typically use computers at least to
write papers, receive and send e-mail, and browse the World Wide Web; one challenge for
lecturers is to shape some of their computer using experience into teaching and learning
experiences. Lecturers who are interested in using technology as a means of promoting the
subject through project-based learning or within a differentiated classroom have a wide
variety of technological tools at their disposal to choose from (Gasaymeh 2018). Although
the specific role of the lecturer is one of planning and organizing the integration of subject-
specific content material as far as technology is concerned, the onus is on lecturers to decide
which technology is best suited to accomplish the pedagogical objectives of an activity,
Castaneda (2009). When lecturers perceive ICT as a tool to meet curricular goals, they are
more likely to integrate ICT in their lessons. While local content in the local language
promotes better use of ICT-based resources and materials, the use of practical lesson in
campus optimizes the potential of ICT (especially the Internet) for teaching and learning.
Proper use of ICT tools offers students and lecturers learning and teaching opportunities and
improves teaching and learning processes.

22
2.1.4. BENEFITS OF ICT
ICTs are diverse range of technological tools and resources utilized for information
management, communication, and creation, dissemination, and storage. Computers, the
Internet, broadcasting technologies (radio and television), and telephone are some of these
innovations. One defining feature of ICTs is their ability to transcend time and space. ICTs
make possible asynchronous learning, or learning characterized by a time lag between the
delivery of instruction and its reception by learners (Bonn S. 2008). The following are the
benefits of ICT.

● Regular use of ICT across different curriculum subjects can have a beneficial

motivational influence on students’ learning.

● ICT promotes exchange of resources, expertise, and guidance.

● When using computers instead of other devices, students are typically more "on task"

and show more pleasant emotions.

● Higher quality lessons through greater collaboration between lecturers in planning and

preparing resources.

● · Gains in understanding and analytical skills, including improvements in reading

(Blatchford and Whitbread, 2003).

● · Development of writing skills (including spelling, grammar, punctuation, editing and

re-drafting), also fluency, originality and elaboration.

● · Encouragement of independent and active learning, and self-responsibility for

learning.

● Flexibility of ‘anytime, anywhere’ access.

2.1.5. DRAWBACKS OF ICT

ICT can generate a digital divide in the classroom, where pupils who are more accustomed
to it will gain more from it and learn more quickly than those who are less accustomed to it;
can divert attention away from the learning process' primary objective, which may be the
development of ICT skills, which may be a process' secondary objective; may have an

23
impact on how a teacher and student connect since ICT is used as a communication tool
rather than face-to-face interaction, increasing the transaction's distance; Additionally,
because not all teachers are ICT professionals, they can neglect to update course materials,
which would slow down students' learning (Lin, at el 2014) . We state the following and call
for it: "All stakeholders also need to have ICT training; Software and hardware costs might
be very costly; abandoning the real world and embracing the virtual world; Informational
learning, individual learning, and individualism; the sense of bridging the gap and of
loneliness.

Using ICT can cause children to become dependent on computers and technology and
prevent them from learning how to do things by hand because ICT equipment is expensive
and requires trained staff to maintain it properly (Lin 2014). Hardware failures can also
result from unreliable hardware. Internet usage might result in kids visiting inappropriate
websites. As more students locate prewritten work online, there has been a rise in
plagiarism, which has led to unjust coursework grades for students.

2.1.6. CHANGES IN TEACHING METHODS WHEN INTRODUCING ICT

ICT is a scientific, technological, and engineering discipline and management technique that
is used in the handling of information, as well as its application and association with social,
economic, and cultural issues (UNESCO, 2002). ICT is an abbreviation for Information and
Communication Technologies. ICT has been a part of our lives for several decades,
affecting both our society and individual lives (Lindberg 2013). ICT is now widely used in
the educational world. ICT is widely used by teachers, students, administrators, and others
involved in education.
Lecturers use ICT to make the teaching and learning process easier and more enjoyable. A
competent teacher possesses a variety of skills and techniques for providing effective
instruction. As a result, the development and enhancement of teacher skills and
competencies necessitated knowledge of ICT and Science and Technology.

In today's world, education in science and technology societies necessitates a greater

understanding of teacher's knowledge of ICT and ability to use ICT in the teaching-learning
process. Knowledge of ICT is also required for pre-service teachers during their training.
Training program, because this combined technological knowledge assists a prospective

24
teachers to gain a better understanding of the world of technology which it can be used in
the future to benefit the students (Pontes 2020). These days ICTs are giving schools and
classrooms a new look by introducing new curriculum based on real-world problems and
projects, providing tools for enhancing learning, and providing more facilities and
opportunities for feedback to teachers and students. ICT also facilitates collaboration among
teachers, students, and parents. Continuous and Comprehensive Evaluation (CCE)
encourages students and teachers to use more technology to make teaching and learning
more appealing for the benefit of our future generations (Faisal, and Ahmad 2015). Teachers
must be knowledgeable about the use of ICT in their subject areas in order to assist students
in learning more effectively.

As a result, knowledge of ICT is critical for both prospective teachers and in-service
teachers. This will assist teachers in understanding how to integrate technology into
classroom instruction. Teachers are the foundation of any living society. Technologies play
an important role in teacher education programs (Jimada-Ojuolape 2020). Students gain
knowledge and information from television, digital media, cable networks, the internet, and
social media platforms such as Facebook, Twitter, WhatsApp, LinkedIn and We-chat. In the
twenty-first century, ICT is critical for pre-service teacher education programs. Without
proper ICT knowledge, a teacher cannot perform in his or her classroom and cannot be
considered complete. Education in the twenty-first century is cantered on the student.
Students learn from a variety of sources, so the use of ICT and multimedia in the
educational field is critical, as is teacher knowledge of ICT and multimedia. As a result, the
current study is extremely important and necessary because it demonstrates the roles of ICT
teachers in education.

● ICT helps Teacher to pass information to students within a very little time.

● ICT plays an important role in student evaluation.

● ICT helps Teacher to identify creative child in educational institute.

● CT helps teachers to interact with students.

25
2.2 BARRIERS OF ICT
2.2.1 PERSONAL BARRIERS OF ICT
According to (Antlová 2009) challenges of using ICT in education, planning ICT activities
that can develop their ICT capabilities is by far the greatest. This is sometimes associated
with lack of confidence, competence, and skills. Alternatively, you may be confident in the
use of ICT but be uncertain as to how to structure ICT activities for progression across a
series of application.

2.2.1.1 LACK OF SKILLS

Universities they do not invest more on improving the ICT infrastructure to address the ICT
related problems of students at the university, moreover, student should be introduced some
important ICT programs so that they will be able to do all the things they need to do in order
for them to understand better and improve their studies. And also universities they do not
have enough professionals of ICT that help students that are not familiar with all ICT
technology so that thing left student unskilled and lack of knowledge (Lehner, 2018).

2.2.1.2 LACK OF MOTIVATION

There are many ICT technology that need to introduce to student and some of these
technology they are very useful to them therefore they need to know it, So many student
they lack motivation when it comes to ICT technology (Aqsha 2019). If the student doesn’t
know a particular thing in ICT they do not need relax and say I cannot do this because I do
not know it, the student need to as2k a professional or someone knows that thing better.
Motivation is hard to maintain when you don’t have to face your instructors in person, so
get a friend or family member to check in on you and hold you accountable for everything
you need to know.

2.2.2 TECHNICAL BARRIERS OF ICT

The study was conducted in Lahore College of Women University in 2017, the main focus
of the study was to identify the ICT facility, skills, usage, and the problems faced by
students of higher education while using ICT. The findings of the study revealed that the
students have computers and internet facility at home and universities (Haddad, & Jurich,
2002). They are expert at simple skills like MS word, MS Power Point, searching and
browsing at internet, social networking, and emails, file attachment and computer games but

26
are less skilled or power in other skills like using digital library, discussion forums, and
blogs. Students spend more time on computers for recreational and other purposes than for
academic purpose (Youssef & Dahmani, 2008). Slow speed computers, signal problem in
internet, virus threat, poor working condition of computers, load shedding, and lack of
access of internet are problems that faced by majority of students.

The other study was conducted on technological barriers and challenges in the use of ICT
during the COVID-19 emergency remote learning, (Pearce, 2020). (Pearce and Kiani, 2020
&2016) stated that online learning is the training on any digital device like watching
educational videos, reading an interesting article. The aim of the study to examine insight
and observation concerning the technological barriers and facilities they encountered in the
use of information and communication technology during COVI-19 emergency. The
research uses the qualitative research method to carry out their study. The finding of the
study shows that the barriers and challenges in use of ICT include, device issues, internet
connectivity, technology costs, and lack of technology skills. They also find that student had
problems with incompatible devices, sharing devices with other family members, unstable
internet connection, restricted or unavailable internet access, data costs, inexperience with
ICT, lack of ICT skills, and inadequate learning platforms. (Kiani, 2016).

2.2.3ORGANIZATIONAL BARRIES OF USING ICT IN HIGHER INSTITUTION

The implementation of using information and communication technology (ICT) in your
organization, but you will always face some barriers that will block its successful adoption
or leveraging its benefits. Personal barriers: Institutional barriers, also referred to as school
level hurdles (Jones, 2004). Lack of time, lack of confidence, resistance to change and
negative attitudes, lack of perception of benefits, and restricted access to resources are some
of the challenges that face teachers. Lack of time, lack of access to resources (poor hardware
and software), a lack of efficient instruction, and technological issues are some of the school
level impediments.
ICTs style barriers: The issue here [at the university] is that everything is now Open
Source, and with Open Source, you have to figure out how to do it and how to adapt
everything you have learned with another program that is different from Open Source One,
and that creates a new kind of resistance.

27
Instructional barriers: Numerous studies have identified a variety of the following factors
or ones very similar to them as major roadblocks, a lack of computers, a lack of good
software, a lack of time, technical difficulties, teacher attitudes toward computers,
inadequate funding, and a lack of teacher confidence, resistance to change, and poor
administrative.
Organizational barriers: The absences of comprehensive policies that enable
interventions, support them, and are backed by methods for implementation that are both
nationally and within educational institutions that are both clearly defined and resourced.
Content barriers: Students don't think much of the course or its material.
Students don't think their efforts will result in better achievement (Eberly center, 2022). A
lack of the type of infrastructure needed to support ICT in education.
Situational barriers: lack of teachers having the requisite ICT skills and the specialized
training required to use ICT in the classroom effectively.
Technological barriers: the lack of infrastructure necessary to support ICT use in
education.
The load shedding was the main issue students raised with their use of ICT at home. Nearly
two thirds of the participants had this issue both at home and at universities
Lack of computer literacy: The inability to complete basic tasks like email composition,
online platform login, or simply saving work to a thumb or disk drive, is one example if a
lack of digital literacy. Without these fundamental abilities, one loses their marketability to
future employers and colleges. Basic computer literacy abilities boost productivity by
making it simpler to complete daily assignments and chores. Basic computer literacy and
some prior computer experiences are prerequisites for many high-quality occupations.
Although there is widespread agreement that ICT can empower educators and students,
inspire change, help the development of 21st century skills, there is little concrete evidence
to back up these claims.

2.3. STUDENTS BELIEF TOWARDS USE OF ICT

The resources, such as technology infrastructure like computers, power, and the internet,
that are readily available to higher education institutions in industrialized nations are what
make these opportunities possible. The success of implementation of ICT depends on the
extended support from top management, financial support, faculty involvement, technical
skill and technology support (waldez et al, 2012). There are huge opportunities of ICT in

28
developed countries since student uses it in all universities. British academic through the
development of the digital economy, the Australian government creates opportunities. All
educational institutions are given support by the communication and technology agency
(BECTA), which creates a wealth of chances for innovation, research, and improvement as
well as the development of ICT strategies and knowledge transfer facilitators (Dahal 2015).
It benefits many different stakeholders, not only users or students, but also educational
institutions.

2.3.1. AFFORDABILITY OF ICT

ICT helps students not to purchase books in bookstores, instead they download e-books
using ICT tools like computers, laptops, devices. This makes education more accessible as
the books are purchased online, need not to go to library or bookstore physically (yanso, and
Lertwachara 2012). These materials are made affordable to every student and to everyone
who seeks information.
The university of Fort Hare engaged itself with online learning due to Covid 19 restrictions
and learning materials are shared via Blackboard (the system used as interaction between
Lecturer and students). All the material shared via this ICT tool is affordable and easily
accessible.

2.3.2. CHALLENGES OF ICT

Information and communication technology is an electronic medium for the creation,
storage, manipulation, receipt, and transmission of information from one location to another.
It facilitates quicker, more convenient, simple access, comprehension, and interpretation of
messages (Lucky, 2015). (Riffe and Varouhakis, 2008) found that people depend on the
internet for in-depth information related to business, health, science and also give value to
internet source information then books and magazines which shows a high percentage of
people dependent upon internet and other communication technology for information. On
the basis of data (See table 1) it was found that public and private universities’ students rely
on ICT for information and other academic purpose then using books or notice board
information it’s rare.

29
2.3.2.1. CHALLENGES OF ICT TOOLS
The use of ICT tools by undergraduate students in university of Fort Hare is a complex
process and one may encounter several difficulties (Sain, 2015). Different categories have
been used by researchers and educators to classify the problems in use of ICT tools in
educational institutions and several studies have divided the problems into extrinsic and
intrinsic categories. Extrinsic problems as first-order and cited access, time, support,
resources and training and intrinsic problems as second order and cited attitude, beliefs,
practices and resistance. Extrinsic problems to institution affect undergraduate students than
intrinsic problems (Oxman, 2018). Another viewpoint discusses the material and non-
material conditions that jeopardize the use of ICT tools in educational institutions. One of
the material conditions could be a lack of computers and software copies. Non-material
barriers include teachers' lack of ICT knowledge and skills, the difficulty of integrating ICT
into instruction, and a lack of teacher time.

2.3.2.2 LACK OF SOFTWARE PROBLEMS

This was one of the major factors that made difficulties in use of ICT tools. There were
unreliable and pirated software that had been frequently changed in the computer labs which
were difficult to use them properly (Clain, 2010). In majority of the cases, it had been
found that the ICT facilities were limited for the students, and they had to share with others.
The inaccessibility of ICT resources is not always merely due to the non-availability of the
hardware and software or other ICT materials within the institution. It may be the result of
one of a number of factors such as poor organization of resources, poor quality hardware,
inappropriate software, or lack of personal access for teachers (Sahay 2012). The
limitations on access to hardware and software resources influenced the undergraduate
student to the use of ICT tools.

2.3.2.3 LACK OF EFFICIENT TRAINING

Most of the students lack the skill to use the ICT tools (Samah 2014). Students were rarely
seen using ICT in a classroom environment because most of the lectures were reluctant to
use new technology. New technologies need to be integrated in the classroom and lecturers
have to be trained in the use of these ICT in particular (San, 2019). In this regard some
initial training is needed for lecturers to develop appropriate skills, knowledge, and attitudes
regarding the effective use. The issue of training is certainly complex because it is important

30
to consider several components to ensure the effectiveness of the training (Oupa, 2013).
These were time for training, pedagogical training, skills training, and ICT use in initial
teacher training. Providing pedagogical training for teachers, rather than simply training
them to use ICT tools, is an important issue.

2.3.2.4 NEGATIVE ATTITUDE TOWARDS ICT

The attitude played a significant role in the adoption of new innovations (Matwee, 2017).
Despite this, it has been reported that some students and lecturers have a negative attitude
towards the online learning and are hesitant to use it. The majority of those with negative
attitudes toward the use of ICT were identified as elderly lecturers (Thepa, 2019). Some
students find it difficult to be taught via blackboard (ICT tool), level of understanding is not
the same with physical classes. Same with lecturers, some lecturers are not used to these
ICT tools when they conduct online classes as they are old-fashioned lecturers. This group
of students and lecturers are described as technophobic, conservative, and fearful of
technology.

2.3.2.5 LACK OF KNOWLEGDE

Another issue related to teacher confidence is teachers' lack of knowledge about integrating
ICT into educational practices. For example, in Syria For instance, teachers' lack of
technological competence has been identified as the primary issue with using ICT tools in
teaching and learning (Wielicki, and Arendt 2010).

2.4. STUDIES CONDUCTED IN REGARD TO THE USE OF ICT AROUND THE

WORLD, AFRICA AND SOUTH AFRICA
This section refers to various studies that have been conducted around the world in a far as
the utilization of ICT concerned with special reference to universities

2.4.1. STUDIES ON ICT IN DEVELOPING COUNTRIES

Pujan (2019) conducted a study on the Challenges and issues that are faced by developing
countries in the use of ICT in higher education. The study's findings demonstrate that while
ICT can significantly enhance the educational system, developing nations are still far from
achieving these benefits due to various barriers. The main focus of the study is to Identity
the factors or barriers that are encountered when ICT is introduced in developing countries

31
higher education. The study also focuses on how challenges hinder the use of ICT in
developing countries. The finding of this study shows the lack of support from the highest
political authorities is one of the issues faced by developing countries in the use of ICT, also
the lack of infrastructure and human resources is one of the challenges hindering the use of
ICT in developing countries. This study focuses on the use of ICT in undergraduate students
at the University Of Fort Hare mainly in the Department of Library and Information
Science. The Researchers looked at the challenges students encounter when they use ICT.

Osterwalder conducted a study on ICT in developing countries and the purpose of this study
is to shed light on the cross-sectoral significance of information and communication
technologies (ICTs) and provide an overview of ICT usage in developing nations. This
study shows that the availability and usage of information and communication technologies
ICT is needed for the economic and social development of our world, even while
technology in and of itself cannot solve social issues. They are the industrial era's functional
counterpart of the electricity. The scenarios discussed in this paper demonstrate how ICT
permeates many industries and can have a significant effect on development. The study
provides an overview of what is being accomplished with ICT and can be used to spark
original ideas. The examples show that ICT does not compete with donor funding in the
fields of education, health, economic growth, and social development, but rather improves
the effectiveness of their delivery. This study focuses on the availability and usage of
information and communication technology that is needed for economic and social
development in our world. But the study focuses how students needed to be motivated when
they are utilizing ICT.

Ojeniyi (2019) conducted a study on gender influence on ICT use by undergraduates in two
university libraries in Nigeria. This study shows that ICT was utilized by undergraduates for
research and to support their academic programs. ICT use was higher among the
undergraduates at Lead City University than those at the University of Ibadan. In both
universities, gender had an impact on how ICT was used. This study was conducted in three
faculties. The findings of the study show how Computer systems, printers, and photocopiers
were the ICT that was easily accessible in both university libraries. Scanners, CD-ROMs,
internet capabilities, and online resources were among was rest. But neither university had
an interactive board or an electronic bulletin board. However, the study showed that the ICT

32
availability in LCU Library was higher for all the resources than those in UI Library.
Ojeniyi believe that the reason LCU have higher availability of ICT is that the Lead City
University is owned by individual and charges high fees for students and has more fund to
acquire ICT than the University of Ibadan. This study focuses on how students had an
impact on how ICT was used in both gender. And show that the ICT availability in LCU
Library was higher for all the resources than those in UI Library. But the study did not focus
on how libraries need to have all the ICT tools that are needed for the students.

2.4.2. ICT IN DEVELOPED STUDIES COUNTRIES

Various studies have been done in developed countries as far as ICT is concerned. In this
context, the focus will be on ICT in higher education Kozlova (2021) conducted a study on
the use of ICT in higher education from the perspective of university students and the study
emphasised on the students ‘perception of the implementation of ICT in higher education.
This study was specifically conducted at the university education in the Czech Republic.
The findings of Kozlova were that most students did not experience decreased motivation
compared to face-to-face learning. The use of ICT seemed to have little perceived effect on
the understanding of the study material and the effectiveness of learning. Although the
findings of the Kozlova larger do not point directly to an increased or decreased
effectiveness of learning when technology and distance learning, in particular, are used, they
present a reflection, particularly, pants of the learning process on the perceived usefulness of
ICT and satisfaction with ICT in learning. This study also determined that students did face
some challenges in the use of ICT in distance learning. This study focuses on students that
are well motivated on ICT compared to face-to-face learning. And also the students did face
some challenges in the use of ICT in distance learning. This study did not focus on how the
students need to have knowledge in order to utilize ICT and also the lack of equipment. This
study determined the use of ICT by undergraduate students in the Department of Library
and Information science.

Another study was conducted by Shafiul (2021) on the role of information and
communication technologies in delivering higher education. The study goal was to give an
idea about ICT-based higher education all over the world and its relevance in Bangladesh.
The findings were that a larger, percentage of students were service holders or self-
employed and it relates to the fact that ICT-based higher education is popular to those who

33
want flexibility in the learning process so that they can study and work. Less than 50% of
respondents believe the quality of higher education can be maintained through ICT. Many
respondents believe that ICT can assist access to higher education. Our study assesses the
use of ICT in undergraduate students in the department of Library and Information Science
and evaluates the challenges they face. This study focus on the percentage of students were
service holders or self-employed and it relates to the fact that ICT-based higher education is
popular to those who want flexibility in the learning process so that they can study and
work. This study did not focus on the lack of knowledge skills. The goal of this study was to
examine the use of ICT at the University Of Fort Hare in the Alice Campus in South Africa.

Eichelberger (2018) conducted a study on college students' attitudes toward ICT use for
English learning this study was conducted in the USA. The main focus of the study was to
determine the attitude of 928 students, non-English major college students toward the use of
the selected ICT English learning and also wanted to see if attitudes were affected by gender
or comfort levels of using technology. The findings were that 61.2% of the students have a
positive attitude toward ICT and were more useful for augmenting receptive English over
expressive English skills. The findings of the study indicated the important differences in
the attitudes across gender with female students more positive regardless of how
comfortable using ICT tools. Female students have a more positive attitude towards ICT
than males. The most Used ICT tools that were found in the study were social networking
and telecommunications technology. This study focused on attitude of students towards
ICT, and also find out female students have more positive towards ICT than males. But the
study did not focus, on which students needed to be motivated when they are utilizing ICT
tools.

Fahad (2020) conducted a study on the use of information and communication technology
(ICT) for learning and a comparison between traditional books and ICT for knowledge
acquisition by university students. The study focuses on students at public and private
universities who rely on ICT to pursue knowledge and information. Fahad's study focused
on how ICT might be used to facilitate and provide satisfaction in the areas of
entertainment, sociability, and academic success. The findings demonstrate that students go
to ICT for more knowledge than they do books. In a similar vein, ICT provides immediate
information as opposed to the noticeboard. This study did not finance an important

34
difference between students and private universities for seeking knowledge from ICT.
While will be looking into the use of ICT specifically in the University of Fort Hare
undergraduate students. We will be looking at how they use it and what ICT tools they have,
also how much knowledge they have about the use of ICT. The Researchers will be looking
at the challenges the students face in the use of ICT. This study focuses on the challenges
faced by student when utilizing ICT and differences between students and private
universities for seeking knowledge from ICT, but the study did not focus on how students
need to gain more knowledge when they are using various tools of ICT.

2.4.3. ICT IN SOUTH AFRICA

Various studies have been done in South Africa in as far as ICT is concerned. In this content
the focus will be on ICT in higher education.
Kamunikasi conducted a study about the use of ICT in South Africa in (2018) and he was
focusing on the use of ICT by lecturers and its impacts on learning process quality. The
findings of the study were that ICT improved the quality of the learning process and it
brought many benefits in the higher learning institutions and it assist in the quality of
education as whole. Kamunikasi focused on lecturers, yet this study focuses on the use of
ICT by undergraduate students at the University Of Fort Hare. This study focused on the
utilization of ICT by lectures and the impact of learning process quality. But the study did
not focus on how the students utilize ICT.

Oad Ojo and Eo Adu in (2018) did their study on the effectiveness of information and
communication technology in the teaching and high institution in Eastern Cape province
and their study want to determine the availability of ICT and its utilization facilities by
lectures and students in high institution in the province of Eastern Cape .They found out that
the higher available type of ICT tool was mobile phones which is 90.7%, the scanner was
80.67 %, and computers were 68%. The findings of the study indicated that ICT promotes
teaching and learning and most of the facilities available in the Eastern Cape are not being
utilized by the lecture and students as expected. This study mainly focuses on the use of ICT
in universities in the Eastern Cape and we will be dealing with the use of ICT and its
utilization specifically at the University Of Fort Hare in undergraduate students and what
tools of ICT are available in the University of Fort Hare.

35
(Japhet, 2018) has developed adoption and integration of ICT model that considers teacher-
level, technological and institutional-level factors, which explains the adoption and
integration of ICT in teaching and learning. Also observed and discussed the factors that are
positively or negatively influence or hinder lecture decision to adopt and integrate ICT in
teaching and learning process. Japhet was mainly focusing on adoption of ICT in teaching
and learning and will be focusing on the use of ICT within one institution and on the
undergraduate students on how they use it, what challenge they face in the use of ICT and
also what ICT tools that available for them to use have access.

The use of the internet in educating healthcare professionals is very important in the digital
era. (Mtshali, 2018) showed that although many nursing students use computers and the
internet for learning, they often lack the expertise and skills to do so. The ability of students
and teachers to use computers and the internet for academic purposes is crucial to the
success of technology in education. It is crucial to support students, offer adequate
infrastructures, and make sure that teachers adopt teaching approaches that put students at
the centre of their learning because many students use computers and the internet for the
first time when they enrol in the University.

2.4.4 COMPARISON OF ICT BETWEEN SOUTH AFRICA, DEVELOPED AND

DEVELOPING COUNTRIES
In South Africa, ICT according to the study of Kamunikasi, improved quality of learning
process and it brought many benefits in the higher learning institutions and it assist in the
quality of education as a whole. But in developed countries according to the study of
Kozlova, most students did not experience decreased motivation compared to face-to-face
learning, also the use of ICT seemed to have little perceived effect on the understanding of
the study material and the effectiveness of learning. In South Africa on the effectiveness of
ICT in teaching and learning, students and teachers do not utilize available facilities as
expected. Also, in South Africa there was a development adoption and integration of ICT
model that considers teacher level, technological and institutional level factors, which
explains the adoption and integration of ICT in teaching and learning. The adoption and
integration of ICT in teaching and learning has been observed and discussed that it has
factors that are influenced negatively and positively.

36
In developed countries, the large amount number of students were service-holders and self-
employed, and ICT based higher institution is popular to those who want flexibility in the
learning process. ICT in developed countries also helps in assisting easy access to higher
education activities. The use of internet in education health care professionals in South
Africa is very important in the digital era. Although many students use computers and the
internet for leaning, they often lack the expertise and skills to do so. Also, in developed
countries students have a positive attitude towards ICT and they are more useful for
augmenting as compared to students from South Africa and developing countries. In the
usage of computers and the internet it is important to use them as it is crucial to the success
of technology in education. In developing countries, ICT in higher education, some of the
obstacles to the adoption of ICT include physical infrastructure, internet connectivity, and
the cost of internet, which exceeded per capita income in nations like Ethiopia. In terms of
the implementation of ICT in developing countries, it is observed that attempts to invest in
technical equipment have frequently failed, because they rely on government funding. The
major obstacle developing countries have on the implementation of technology-based
learning and teaching had to raise money from their meagre budget, as opposed to investing
from the institutions budget.

2.5 CONCLUSION
Provision of ICT tools through libraries is a government competency in a country like South
Africa, government telecommunications companies are tasked with the responsibility of
providing laptops, mobile devices etc. However, it is the duty of every library to provide
access to its own resources and those kept elsewhere in the world. In this technological era,
is to deploy ICTs in libraries to facilitate access to resources. This chapter described the
historical development of ICT, how the undergraduate students engage themselves with ICT
tools available to them. This chapter further explored the difficulties and drawbacks of ICT.
It was revealed in this chapter that the ICT has become part of us, and we also have become
part of it. This chapter also dealt with the literature review by identifying and discussing
studies related to ICT in different countries. The factors that are left out in these studies
were realised and will be corrected in this study. The next chapter presents the research
methodology of the study.

37
38
CHAPTER THREE
3. INTRODUCTION

The previous chapter examined relevant and related literature on the use of ICT at the
University of Fort Hare’s Department of Library and Information Science, both locally and
internationally. It also provides some insight into the function of ICT use in higher
education, including its advantages, usability, difficulties, and students’ attitudes and
perceptions of ICT use. This chapter describes the research approach taken to carry out this
investigation. It is also important to note that the research methodology is crucial since it
describes how the study was conducted, including what methods and sample processes were
used, among other things. (Bloomfield et al, 2019) pointed out that decisions regarding
what, where, when, how much, by what means, concerning an inquiry or a research study
constituted a research design.

3.1 SCOPE AND LIMITATIONS

This study is only be limited to undergraduate students in the Department of Library and
Information Science at the University of Fort Hare Alice campus, across all four study
levels. The researchers were not able to hand deliver the questionnaires to the respondents
instead questionnaire was sent via emails and links.

3.2 RESEARCH METHODS METHODOLOGY

Research methods are the tactics, procedures, or methods used in the gathering of data or
evidence for analysis in order to underneath new knowledge or develop a better grasp of a
topic. According to (DelleFave, at el 2011). Research methodology simply refers to the
practical ‘’how’ of how any given piece of research. More specially, it’s about how a
researcher systematically designs a study to ensure valid and reliable results that address the
research aims and objectives. For example, how did the researcher go about deciding what
data to collect or ignore. According to (Asaf, 2020) research methodology justify the design
choices, by showing that the chosen methods and techniques are the best fit for research
aims and objectives and will provide valid and reliable results. This study used a
quantitative research methodology. (Patton, 2005), believe that quantitative methodology
poses questions of what, who, where, when how much and how. Quantitative research is
used to qualify behaviours, opinions attitudes, and other variable and make generalizations

39
from a large population. In order to express facts and identify trends in study, quantitative
research uses quantifiable data. Statistical and mathematical methods are used in these types
of methodology to produce conclusions. Analyzing quantitative research methods is simple.
If the selection procedure is properly thought out and the sample is proactive of the study
population, results from quantitative research can be generalized (Waston, 2020).

3.2.1 QUANTITATIVE RESEARCH METHODOLOGY

Quantitative research methodology relies on the natural-scientific method in human
behavioural research and holds that research must be limited to what can be observed and
measured objectively (Welman & Mitchel 2005). This method requires the use of
standardised measures, so that the varying perspectives and experiences of people can be
fitted into a limited number of predetermined response categories to which numbers are
assigned (Patton & Payne, 2004). It is thus used to answer questions about relationships
among measurable variables with the purpose of explaining, predicting and controlling
phenomena (Leedy & Ormrod 2005). Quantitative research represents a mainstream
approach to research, with structured guidelines that exist for conducting it. Concepts,
variables, hypotheses and methods of measurement tend to be defined before the study
begins and remain constant throughout the study (Leedy & Ormrod 2005). A quantitative
study usually ends with the confirmation or disconfirmation of the hypothesis that was
tested (Leedy & Ormrod 2005), while a qualitative study is more likely to end with tentative
answers or hypotheses about what was observed. These tentative hypotheses may form the
basis of future studies (perhaps quantitative in nature) designed to test the proposed
hypotheses (Leedy & Ormrod 2005). This study used a quantitative research methodology,
because quantitative research is used to qualify behaviors, opinions attitudes, and other
variable and make generalizations from a large population.

3.2.2 QUALITATIVE RESEARCH METHODOLOGY

The qualitative approach is the systematic analysis of socially meaningful action through the
direct, detailed observation of people in natural settings in order to arrive at understanding
and interpretation of how people create and maintain their social worlds (Denzin &
Neuman, 2006). It is thus used to answer questions about the complex nature of phenomena,
often with the purpose of describing and understanding the phenomena from the
participants' point of view (Leedy & Ormrod 2005). Qualitative research is more holistic

40
and emergent, with flexible guidelines that may change along the way. Categories (variable)
emerge from data, leading to context-bound information, patterns and theories that help to
explain the phenomenon under study (Leedy & Ormrod 2005). Qualitative research is often
exploratory in nature, and it may use its observations to build theory from the ground up
(Leedy & Ormrod 2005). The theory may be either causal or no causal, and is often
inductive (Neuman, 2006).

3.2.3 MIXED METHODS RESEARCH

The combination of qualitative and quantitative approaches provides the most complete or
insightful understanding (Powell & Connaway 2007). This situation leads to what (Creswell
2003) and (Bryman 2004) call a mixed method or multi-stage research approach. Mixed
methods research is a research design with its own philosophical assumptions, as well as
methods of inquiry. As a methodology, it involves philosophical assumptions that guide the
direction of the collection and analysis of data and the mixture of qualitative and
quantitative approaches in the research processes. As a method, it focuses on collecting,
analysing and mixing both quantitative and qualitative data in a single study or a series of
studies (Creswell & Clark 2007). The primary focus of this approach is on the consequences
of research, in that it is based on the question asked rather than the methods, and the
multiple methods of data collection inform the problem under study (Creswell & Clark
2007). Since quantitative and qualitative methods are appropriate for answering different
kinds of questions, the researcher can learn more about the world when both approaches are
used than when the study is limited to only one approach or the other (Leedy & Ormrod
2005).

Hence, the mixed method provides a better understanding of research problems than either
one approach alone (Creswell & Clark, 2007). There are several ways to combine
qualitative and quantitative approaches in a single study. (Blaxter and Hughes, 2006)
propose 11 aspects in which these approaches can be combined: triangulation; qualitative
research facilitating quantitative research; quantitative research facilitating qualitative
research; quantitative and qualitative research combined; structure and process; researchers'
and subjects' perspectives; dealing with the problem of generality; qualitative research
facilitating the interpretation of relationships between variables; the relation between macro

41
and micro levels; stages in the research process; and hybrids. (Creswell, 2003) illustrates six
strategies for mixed methods which include sequential explanatory; sequential exploratory;
sequential transformative; concurrent triangulation; concurrent nested; and concurrent
transformative strategies.

3.3 RESEARCH DESIGN

Research design refers to the overall strategy that you choose to integrate the different
components of the study in a coherent and logical way. Thereby, ensuring you will
effectively address the research problem many; it constitutes the blueprint for the collection,
measurement, and analysis of data. (De Vaus 2016). Survey research is defined as ‘the
collection of information from the sample of individuals through their responses to
questions (Check and Schutt, 2012). This type of research allows for a variety of methods to
recruit participates, collect data, and utilize various methods of instrumentation. Survey
research can use quantitative research strategies (e. g using open ended questions) or both
strategies (e. g mixed methods). According to (Siliwey, 2019) survey research is important
because is the powerful tool that researchers use to gather data. This study employed a
survey research, as it is known that survey research is relevant to the study because as it is
already stated it is important because it gather data, so as per research question the goal is to
know the utilization of ICT by undergraduate student in the department of library and
information science at the University of Fort Hare. Survey research method will help us on
getting all the information that we need.

3.4 STUDY POPULATION

A research population is generally a large collection of individual or objects that the main
focus of a scientific query. (Oskar2020). The participants in a research study are referred to
collectively as the population (De Sherbini, 2020). A target population for this study were
undergraduate students of the department of library and information science at the
University of Fort Hare, Alice Campus.

42
 Study level No of Source of data
Respondents
First year 11 Questionnaire
Second year 7 Questionnaire
Third year 18 Questionnaire
Fourth year 19 Questionnaire
TOTAL 55
ANALYSIS OF STUDY POPULATION

3.5 SAMPLING AND SAMPLE SIZE

According to (Taherdoost, 2016) sampling is a process used in statistical analysis in which a
predetermined number of observations are taken from a large of population. The
methodology used to sample from a large population depends on the type of analysis being
performed, but it may include sample random sampling or systematic sampling. Sampling it
is important because it save money by allowing the researchers to gather the same answers
from a sample that they would receive from a population. Non random sampling is
significantly cheaper than random sampling, because it lowers the cost associated with
finding people and collecting data from them (Arron Moss, 2019). This study used stratified
random sampling and Purposive sampling. Stratified random sampling is a method of
sampling that involves the division of a population into smaller subgroups known as strata.
In stratified random sampling, the strata are formed based on members share attributes or
characteristics such as income or educational attainment (Asio, 2021). In purposive
sampling, researchers choose respondents who seem to be suitable for the research topic
based on their expertise, inventiveness, or prior study findings. For instance, if we were to
check at how satisfied people are with the services provided by a specific library, we might
choose individuals who appear unhappy or dissatisfied with the services since they are more
likely to have had issues with the library. According to Faculty manager, Mnguni Zandiswa,
there are 283 undergraduate students in theepartment of Library and Information Science.
To determine the number of respondents it is very imperative that the researcher determine
the population of students in the Department of Library and Information Science. The
researchers used a confidence level of 90% with a margin error of 10%, a population
proportion of 50% and this gave an ideal sample of fifty five (55) respondents.

43
3.5.1 PROBABILITY SAMPLING
Probability sampling is the process of selecting a sample from a population when the
selection is based on the randomization principle, often known as chance or random
selection. In general, probability sampling is more difficult, time-consuming, and expensive
than non-probability sampling. However, since units from the population are chosen at
random and the selection probability for each unit can be determined, accurate estimates can
be generated and statistical conclusions about the population may be drawn. Daniel (2012).
A probability sample can be chosen using a variety of techniques. The objective when
selecting a probability sample design is to reduce survey time and expense while
simultaneously decreasing the sampling error of estimates for the most crucial survey
variables. Few operating limitations can also affect that decision, for example, the survey
frame's qualities. Thus, stratified probability sampling was employed for this investigation,
and the chapter went into additional detail about it. This study used a probability sampling
as it is the best when using quantitative research methodology.

3.5.2 STRATIFIED RANDOM SAMPLING

Stratified random sampling is also known as quota sampling. A stratified random sample
means that the researcher does not only want to draw a representative sample from the
population, but also wants to include subgroups in the sample in the same proportion as they
occur in the population. These subgroups are known as quotas. Suppose we want to
investigate the attitudes of Information Science students towards female lecturers. Because
gender may influence the respondents' attitudes, it is advisable to ensure that the ratio of
male to female students in the sample is the same as in the population. This sampling
technique has the same advantages and disadvantages as simple random sampling.

3.5.3 NON-PROBABILITY SAMPLING

Non-probability sampling is a sampling strategy where samples are chosen by the researcher
based on their own assessment as opposed to by chance. It is a less strict approach. This
sampling technique strongly relies on the researchers' knowledge. It is done by observation,
and researchers use it a lot (Tansey, 2009). Contrary to probability sampling, non-
probability sampling gives not every member of the population an equal opportunity of
taking part in the study. There is a known probability that each person in the population will
be chosen. The most beneficial uses of non-probability sampling are in exploratory

44
investigations, such as pilot surveys (deploying a survey to a smaller sample compared to
pre-determined sample size).

3.5.4 PURPOSIVE SAMPLING

In purposive sampling, researchers rely on their experience, ingenuity or previous research
findings to select respondents who seem to be appropriate for the research project. For
instance, if we wanted to investigate levels of satisfaction with the services offered by a
particular library, we might select those users who look disgruntled or dissatisfied with the
library's services, as they are more likely to have experienced problems with the library. The
problem with purposive sampling is that it is impossible to evaluate the extent to which such
samples are representative of the population that is being studied (Huysamen, 1994). This
study used both stratified sampling and purposive sampling.

3.6 DATA COLLECTION

According to (Mertens, 2021) Data collection is the means through which researchers gather
information to answer research questions and support and defend all conclusions and
recommendations based on study findings. This study used questionnaires to collect
information from student. For the purpose of study, a free application of Google form is
used, it provide a relatively cheap, quick and efficient way of obtaining a large amount of
information form a large sample and data that can be collected relatively because the
researcher would need to be present when the questionnaires. According to (Rebecca, 2021)
questionnaire is the research tool featuring a series of questions used to collect a useful
information from the participants. Questionnaires are valuable method of collecting a wide
range of information from the large number of individual.

3.6.1 OPEN-ENDED QUESTIONS

Open-ended survey questions are unstructured, free-form inquiries that permit respondents
to respond in plain-text style, allowing them to express their full knowledge, emotion, and
comprehension. It implies that there are more than one possible answers to this question. An
open-ended question allows you to delve deeply into the respondent's answers and glean
important information about the topic at hand, as opposed to a closed-ended question, which
limits and narrows survey responses to the provided possibilities. These questions can be
used to elicit extensive and illustrative information about a subject.

45
An essential component of qualitative market research is open-ended questions. This kind of
research largely relies on open-ended, subjective inquiries and responses on a specific
subject of discussion with room for the researcher to delve deeper dependent on the
respondent's response. Closed-ended questions are frequently used to get qualitative data
from respondents. The study frequently has to choose between open-ended and closed-
ended survey questions when trying to get precise data.

3.6.2 CLOSED-ENDED QUESTIONS

Close-ended questions are question formats that provoke a simple response from a
respondent. They are designed such there isn’t much thought into the single word answer.
Individuals generally enjoy talking about themselves. Close-ended questions seek the exact
opposite. Rather than seek to hear all they have to say, these questions target specifics.
Close-ended questions are better suited to quantitative research, where the respondents
answer your questions in a manner such that they're less likely to disengage. A closed-ended
question, by definition, is a question that could be answered with a one-word answer or a
simple "yes" or "no." In research, a closed-ended question refers to any question in which
participants are provided with options to choose a response from. In a search for statistically
significant stats? Closed-ended questions are your best bet. Close-ended questions allow a
limited number of responses and are ideal for surveys because you get higher response rates
when users don't have to type so much. This used both open-ended and closed-ended
questions.

3.7 DATA ANALYSIS

According to (Mattew, 2016), data analysis is a process that involves categorizing,
arranging, altering, and summarizing data in a meaningful way. According to (Shamoo and
Resnic 2003) various analytic procedures provide way of drawing inductive inferences from
data and distinguishing the signal from the statistical fluctuations present in the data. Data
will be analysed thematically using themes. Microsoft excel will be used through the use of
tables, graphs and pie chart.

46
3.8 VALIDITY AND REALIBILITY
Validity and reliability are concepts used to evaluate the quality of research. They indicate
how well a method, technique or test measure something. Reliability refers to how
consistently a method measures something. If the same results can be consistently achieved
by using the same methods under the same circumstances, the measurement is considered
reliable. Validity refers to how accurately a method measures what it is intended to measure.
If research has high validity that means it produces results that correspond to real properties,
characteristics, and variations in the physical or social world. To ensure validity and
reliability, our supervisor was given a questionnaire to test if it is valid and reliable enough
to be conducted. Corrections were made, considering the suggestion of our supervisor to
ensure its validity prior to be given to the respondents.

3.9 ETHICAL CONSIDERATION

Research ethics may as refer as doing what is morally and legally right in research. They
actually norms for conducting and distinguished between the right and wrong, and
acceptable and unacceptable behaviour (Resnic, 2015). Research ethics are important in
many ways, firstly they promote the research aims, such as expanding the knowledge.
Research ethics can be useful in helping to prevent deviations from norms even if it does not
prevent misconduct. Research ethics it can help people get a better understanding of ethical
standards, and issues and improve ethical judgment and decision making. It is Important to
understand the basic ethics research. That is no psychological and financial harm is too
incurred by the research participants. Before collecting data, an ethical clearance certificate
will be acquired from the research ethic committee of the university of Fort Hare. The
participants will surely be made aware that the information sought was strictly for academic
purpose only. The data obtained from the participants will remain confidential and will not
be released to other people or be published without the source, agreement as in ways that do
not allow for identification of individual sources. Respondent will be assured anonymity and
they will ask not to write their names and contact in the questionnaires. University of Fort
Hare policy will guide this study on research ethics. The ethical clearance will be sought
from the inter faculty research ethics committee.

47
3.10 SUMMARY
This chapter addressed research methodology, research methodology simply refers to the
practical how of any given of a research, it is a specific procedure or technique used to
identify, select, process and analyse information about a topic, so as to allow the reader to
critically evaluate a study’s overall validity and reliability especially in a research paper.
This chapter explains the research process, it contains research design, also contains
research methods which are as follows qualitative, quantitative and mixed research methods.
This study also addressed study population which is the students of the Library and
Information Sciences Department at University of Fort Hare at Alice Campus. In this
chapter sampling have been discussed, data collection instruments were discussed, and the
researchers used open-ended and close-ended questions to collect data and the data analysis
is discussed. This chapter also discussed reliability and validity of the study, ethical
clearance was considered also and also challenges and limitations were discussed. This
chapter is all about the research process.

48
CHAPTER FOUR: DATA PRESENTATION, ANALYSCIS AND INTERPRETATION

4.1. INTRODUCTION
The previous chapters presented the background of the study, the literature review and the
research methodology. This chapter presents, interprets and analyses the questionnaires’
findings. The questionnaires were targeted to undergraduate students under the Department
of Library and Information Science. The sampled population was likewise divided into level
support sections. Fifty five (55) students were included in the study. The respondents were
drawn from the following sections: First years, Second years, Third years, and Fourth years.
The results were organized and presented according to the themes of the study. The findings
are presented through symbolic representations such as bar charts and figures. Tables were
used to display numerical and other results. The questionnaires incorporated both open and
close-ended questions. A total of eleven (11) questions were set for the students.
The distribution of the questionnaires was aimed at achieving the following objectives:
a) To determine the types of ICT tools that are used by DLIS undergraduate students and
how do they access these ICT tools.
b) To determine the attitude of students towards the use of ICT.
c) To find out the skills that students have in using ICT.
d) To investigate the challenges faced by undergraduate students when utilizing ICT.

49
SECTION A: BIBLOGRAPHIC SECTION

4.1.1. AGE OF THE RESPONDENTS

Students were asked to indicate their age, 2 (3.6%) students are between the age of 20 years
and below, 37 (67,3%) students are between the age of 20-24 years, 11 (20%) students are
between the age of 25-29, and 5(9%) students are between the age of 30. The pie chart
below indicates the results.

Figure 4.1. 1 Age of the Respondents

4.1.2. GENDER OF THE RESPONDENTS
The respondents were asked to indicate their gender. In the overall population that
represented students that are registered in the Department of Library and Information
Science. 36 (65,5%) were female students, and 19 (34,5%) were male students. The pie
chart below indicates the results.

50
Figure 4.1. 2 Gender of the Respondents
4.1.3. RACE OF RESPONDENTS
The respondents that responded to questionnaires were fifty five (55) and all our
respondents belong to race of blacks. The pie chart below indicates the results

Figure 4.1. 3 Race of the Respondents

4.1.4. LEVEL OF STUDY OF THE RESPONDENTS
Level of study ranged from first year to fourth year. Out of 55 respondents, first year
respondents were ten 10 (18%), second year respondents were seven 7(13%), third year
respondents were 18 (33.3%) and fourth year respondents were 19 (35,2%). The pie chart
below indicates the results.

51
Figure 4.1. 4 Study level of the Respondents

4.1.5. HOME LANGUAGE OF THE RESPONDENTS

The respondents were asked to indicate their home languages, 52 (94.5%) respondents were
speaking IsiXhosa, and 3 (5.5%) respondents were speaking IsiZulu. The pie chart below
indicates the results.

Figure 4.1. 5 Home Language of the Respondents

52
4.2. SECTION B
The following section will focus on the student`s responses based on the objectives guides
of the study.

4.2.1 TO DETERMINE THE TYPES OF ICT TOOLS THAT ARE USED BY STUDENT
Respondents were asked the types of ICT tool which they have access to, and they
responded as follows:
The students stated that they use Mobile phone, fixed phone, Laptop, Computer, Scanner,
Printer, Fax machine, Software programs, Data Projector, E-mails, and the Media. Forty-
three (43)78.2% students use mobile phone. One (1), 2% uses a fixed phone. Fifty-one (51)
92.7 % use laptops. Twenty-three (23) 41.8% use computers. Fifteen (15) 27.3% use a
scanner. Twenty-one (21) 38.2% use printers. Four (4) 7.3% use a fax machine. Students
that Thirty-one (31) 56.4%use Software programs. Five (5) 9.1% use a Data projector.
Forty-four (44) 80% use E-mail. Sixteen (16) 29.1% use media.

As indicated in the graph below the results show the various responses from the
respondents. It is worth noting that the respondents were allowed to choose all ICT tools
that they hence all the numbers tally up to the overall responses. Laptops are the most used
ICT tools as they were provided by the university. These laptops were provided for students
to be able to attend classes, write assessments since the introduction of e-learning, for those
who did not get laptops, some of them have their own and others access them in the library,
computer labs, and Great Hall. Some of the students were using emails to send their
research and some for assignments mainly when they had not submitted on time using
blackboard which is a software program that is used by the institution for teaching and
learning. Fixed phones are the least used ICT tools because they are rare to find for student
use since they are usually used in offices by the university staff. It is rather questionable
from the student’s responses as to how come only thirty-one students indicated that they use
software programs because all the students in the university are expected to use Blackboard
Collaborate for all their modules as it is currently the main software used by lecturers and
students for their teaching and learning. This therefore indicates that seemingly some
students are probably not even aware what exactly software programs are. Also questionable

53
was the student results that indicated students who are using data projectors because
currently the department is still working online and there is no teaching that is traditionally
taught using projectors. The graph below represents the results of the respondent’s
responses’.

Figure 4.2. 1 Showing ICT tools used by the respondents

4.2.2. TO DETERMINE HOW STUDENTS ACCESS ICT TOOLS

55 Students were asked to indicate how they access ICT tools. 47 (86%) of students
indicated that access ICT tools through password verification, 5 (9%) of students stated that
they use code verification to access ICT tool, whereas 1 (2%) of students stated that they use
fingerprint verification, 1 (2%) uses face recognition and 1 (2%) access ICT tools through
call verification respectively.

In most cases they need to be first authenticated and authorized to use most tools otherwise
without the username and the password it will be difficult for them to access most tools.
Prior to students accessing any software, he/she needs to be authorized and authenticated as
indicated earlier on, this mostly become very important especially when the students use the
university ICT property such as university laptops to gain access into software programs.
Once approved they also need authorized access to use certain software. For instance,
Blackboard Collaborate uses a “sign in with a third party” that is linked with UFH secure
login that sends a code to either cell phone or an e-mail of that particular registered student.
It is through that identification that they gain access to blackboard. This access is activated
for a certain number of times and asks you again to log in yet again. In most cases if a
student rarely uses the software, blackboard requires the students to always put in their
access identification which again requires them to log in yet again using a new access code
sent via their cell phones or emails. They (Students) gain access through that identification

54
and after sometime of logins they are required again to verify authentic before accessing
that ICT tool. The pie chart below indicates the results.

1% 2% 2%

9%

Password verification
Code Verification
Call verification
Face recognition
Fingerprint scannings

86%

Figure 4.2. 2 Showing how students access ICT tools

4.2.3. TO DETERMINE THE ATTITUDES OF UNDERGRADUATE STUDENTS

TOWARDS THE USE OF ICT
Students were asked based on their attitudes towards the use of ICT. Fifty five 55
respondents were told to determine the attitude towards the use of ICT. Majority students
perceived ICT as one of the good initiative to conduct the teaching and learning process, as
indicated in the graph below many students have strong positive attitude towards the use of
ICT. For example, the only bar that has a negative attitude is one of being exhausted by so
much information on the internet. Most students disagree that ICT does not promote their
active learning as students. Few students agree that ICT does not promote their active
learning because they feel exhausted when they are using ICT tools and also, they feel
distracted. Most students they agree that lectures should use ICT tools when they facilitate
their student learning, because it saves time and cut the cost. Few students disagree that
lectures should use ICT tools when they are facilitating their learning because they are not
used with the ICT tools. Most students they disagree that they are becoming exhausted when
there is so much information in the internet because they know how to filter the information

55
 and also keep them updated. Few students agree that they are becoming exhausted when
there is so much information because they do not know how to search and filter the
information. Most students stated that ICT saves ICT saves more time than attending
contact classes, and that they find it more satisfying to use ICT than to attend face to face.
However, it is questionable that respondents stated that they enjoy working with other
classmates whereas they attend online in their personal space.

Attitude of Undergraduate students Strongly Strongly

towards the use of ICT Disagree Agree
Disagree Neutral Agree
1. ICT does not promote my 21 (38.1%) 19 (34.5%) 9 (16.3%) 3 (5.5%) 3 (5.5%)
active learning as a student
2. Lecturers should use ICT to 3 (5.5%) 2 (3.6%) 13(23.6%) 22(40%) 15(27.2%)
facilitate their students’
learning
3. I have to make an effort to 3 (5.5%) 6 (10.9%) 14(25.5%) 21(38.1%) 18(32.7%)
keep up to date to make the
most of the didactic
opportunities of ICT
4. I’m exhausted by so much 12(21.8%) 26(47.2%) 9(16.3%) 5(9%) 3(5.5%)
information on the internet
5. ICT in classes is 10(18.1%) 23(41.8%) 15(27.2%) 4(7.2%) 3(5.5%)
burdensome
6. My learning is more 5(9%) 1(1.8%) 9(16.3%) 19(34%) 21(38.1%)
effective as more ICT is
included
7. I enjoy working with other 3(5.5%) 3(5.5%) 8(14.5%) 27(49%) 14(25.5%)
classmates who use ICT in
their academic training
8. The modules I study are 3(5.5%) 7(13%) 14(25%) 18(33%) 13(24%)
enriched by the possibilities
offered by ICT

9. It should be a priority to 2(4%) 3(5.5%) 5(9%) 19(35%) 2(47%)

improve current ICT
infrastructure

56
 10. ICT gives me flexibility of 2(4%) 4(7%) 5(9%) 23(42%) 20(36%)
space and time to
communicate
11. The use of ICT doesn’t 18(33%) 27(49%) 5(9%) 1(2%) 4(7%)
allow students to have more
significant learning
12. The use of ICT saves me 3(5.5%) 4(7%) 7(13%) 23(42%) 17(31%)
more time
13. I struggle a lot using 16(29%) 2(45%) 9(16%) 2(4%) 3(5.5%)
computers
14. I find learning through ICT 4(7%) 8(15%) 10(18%) 18(33%) 14(25%)
more satisfying than having
to attend face to face
15. ICT is a must as every job 2(4%) 5(9%) 6(11%) 18(33%) 25(44%)
wants a person to be
technologically oriented.
Table 4 .1 showing the attitude of undergraduate students towards the use of ICT

Attitudes of undergraduate students towards the use of

ICT
30 26 27 26 27
2521 22 21 23 21 23 2325 25
19 19 18 19 20
18 17
20 1514 15 1414 16 1814
18
16
15 9 13 12 10
9 9 8 7
13
10
10 6 5 5 3 5 45 5437 9 8 5
3332 3 3 4
3 3 3 3
2 2 4 34 2
2
5 1 1 1
0

Strongly disagree Disagree Neutral Agree Strongly Agree

Figure 4.2. 3 Showing the attitudes of undergraduate students towards the use of ICT

57
4.2.4. WHAT SKILLS DO UNDERGRADUATE STUDENTS HAVE IN THE
UTILIZATION OF ICT
Students were asked which skills they have in the utilization of ICT, and they responded as
follows:
Respondents were asked the skills they have in the utilization of ICT, and they answered as
shown in the graph below. Many students are proficient in utilizing ICT, for instance, most
of them are adept at using MS Word and other skills listed in the graph below, and some of
the students struggle in using Ms Excel. Some students have appropriate skills in using MS
Word because it is compulsory to use it when you are in the tertiary level for doing
assignments. And other students do not have appropriate skills in using MS-word because
they are not computer literate. Most students have adequate skills to input information into
Excel accurately because they use this ICT tool when they are doing an assignment that
needs data and also, they taught how to use Excel in CLT module. Other students do not
have adequate skills to input information Excel accurately because it is a bit complex to use
Excel. Majority of students have the required skills use PowerPoint because it essential to
use it during presentation. Few students do not have the required use MS-PowerPoint
because they are not used to PowerPoint. Most students know a lot of search engine because
of they use search when they search for information on the internet.

Table 4.2 below shows the results

Skills that undergraduate students have Yes No Somehow
1. I have appropriate skills in using Ms-Word 44 1 (2%) 9 (17%)
(80%)

2. I have adequate skills to type my assignments using 48 2 (4%) 5 (9%)

MS-Word (87%)
3. I have the skills to present and organize my 47 3 (5.5%) 5(9%)
assignments using MS-Word (85%)
4. I have the appropriate skills to correct my errors, 45 2 (4%) 8 (15%)
spellings, and grammatical structures in Ms-Word (82%)
5. I have adequate skills to input information into Excel 28 17(31%) 10 (20%)
accurately (51%)

58
6. I have the skills to perform some basic operations 23 16 (29%) 16(29%)
using Excel (42%)
7. I have the skills to carryout calculations using Excel 18(33% 21(38%) 16 (29%)
)
8. I possess adequate skills to analyse data set using 24(44% 21(38%) 10(18%)
Excel )
9. I have the required skills to use the PowerPoint 44(80% 5(9%) 6 (11%)
)
10. I possess the skills to make my presentations easier 43(78 3 (5.5%) 9(16%)
using MS-PowerPoint %)
11. When my lecturers use PowerPoint, it makes the 46(84% 2 (4%) 6 (11%)
lecture so interesting )
12. PowerPoint simplifies learning as it concretizes 43 2(4%) 10 (18%)
abstract concepts (78%)
13. Using the PowerPoint increases my skills to 51(93% 1(1%) 3 (5.5%)
summaries as I learn to present only key points )
14. I know a lot of search engine (e.g. Google, 40(73% 4(7%) 11(20%)
Ask.com, Bing etc.) )
15. I possess adequate skills on several search engines 42(76% 5(9%) 8(15%)
in gathering information for learning on the internet )
16. Using Google and other search engines make my 44(80% 0 10(18%)
search on the internet easy )
17. I have the skills to search for keyword when I need 46(84% 0 9(16%)
information )
18 I can bookmark pages for later use on many search 31(56% 11(20%) 14(24%)
engines )
19. I possess the skills to manage several tabs at a time 50(91% 1(2%) 4(7%)
while searching for information )
20. I possess adequate skills to find study materials 40(72% 6(11%) 9(16%)
online )
21. I have the skills to make use of YouTube when 45(82% 2 (4%) 7(13%)
studying at home )
22. I have the skills to search for solutions to my 45(82% 2(4%) 7(13%)

59
 assignments on the internet )
23. I learn new things using social media platforms 51(93% 0 4 (7%)
)
24. I have adequate skills in using online classrooms to 41(75% 7(13%) 7(13%)
study ahead of my lecturers )
25. I can download PDF (Portable Document Format) 49(89% 0 4(7%)
files from the internet for studying )
26. I know how to email my assignments to my 52(95% 1(2%) 2(4%)
lecturers )
27. I know how to operate various ICT tools e.g. 35(64% 8(15%) 10 (18%)
printer, scanner, laptop, projector etc. )
Table 4.2 Showing the skills students have in utilizing ICT

Skills to utilize ICT by Undergraduate students.

60 51 50 51 52
48
50 44 4745 44434643 40424446 4545 4149 figur
40
40 31 35
28 24
30 23 2121
18
20
10 3 2
17
9 5 5 8 10
16
1616
5 3 2 2 134 5 0 0
14
10 6 9 6 10 11 8 10 911 9 7 7
46 2 477 4 10
8 e4.2.
1 2 1 2 0 2
0 1
0
4

Yes No Somehow

Showing the skills to utilize ICT by Undergraduate students.

4.4.5. WHAT ARE THE CHALLENGES FACED BY UNDERGRADUATE STUDENTS

WHEN UTILIZING ICT
Students were asked to tick the challenges they encounter when utilizing ICT.

60
Respondents were asked about the challenges they encounter when using ICT and they
answered as shown in the graph below. Most students agreed that the most challenge they
face is the limitation of e-learning facilities in the university, limitation of infrastructure for
example, laptops, and data projectors. And they also complained about the signal problems,
and load shedding. When there is load shedding, the network or signal also become weak
and the WIFI completely turn off and there are only few buildings that have the backup
generator. This challenge of load shedding led to the postponement of classes and that cause
the delay on finishing in time. Most students indicated that there are not enough and
functional projectors in classrooms in the university, this can be true, but it cannot be
counted as a challenge because there are almost no contact classes attended which require
the usage of projector. The graph below shows the challenges faced by undergraduate
students when utilizing ICT.
Table 4.3 below shows the results
Challenges faced by undergraduate students Yes No Sometimes
when utilizing ICT

The e-learning facilities in my school are limited 31(56%) 10(18%) 14(26%)

There are not enough and functional projectors in 26(47%) 15(27%) 13(24%)
all classrooms in the university environment.

There are no e-learning classrooms/library in the 11(20%) 38(69%) 6(11%)

university

There is no adequate power supply for effective 11(20%) 23(42%) 22(38%)

usage of ICT facility

Infrastructure challenges 28(51%) 17(18%) 10(18%)

Slow speed computers 22(40%) 13(26%) 20(36%)

Signal problem on the internet 27(49%) 7(13%) 21(38%)

Poor working conditions 17(31%) 21(38%) 17(31%)

Load shedding 37(67%) 1(2%) 17(31%)

Lack of internet access 12(22%) 21(38%) 22(40%)

61
Table 4.3. Showing challenges faced by undergraduate students when utilizing ICT

Challenges faced by undergraduate students when utiliz-

ing ICT
40 38 37
31 28
30 26 27
23
22 2220 21 21 21
20 14 15 17 1717 17
10 1311 11 10 13 7 12
10 6
1
0

Yes No Sometimes

Figure 4.2. 5 Showing the challenges faced by Undergraduate students when utilizing ICT

4.4.6. CONCLUSION
This chapter presented and discussed the finding obtained from questionnaires used in this
research. The first section of this chapter presented the results gathered from the
bibliographic information and the second section of this chapter presented the results
gathered based on the objectives that guided this study. The results addressed the research
objectives and questions. The next chapter is the final chapter of this study, and it will
discuss the findings according to objectives of the study, present a summary, conclusion,
and recommendations, based on the findings gathered from this chapter.

62
CHAPTER FIVE: DISCUSSION OF FINDINGS< SUMMARY< CONCLUSION AND
RECOMMENDATIONS

5. INTRODUCTION

In the previous chapter, the data collected was analyzed, presented, and interpreted. This
chapter provides discussions of the findings, summary, conclusions, and recommendations
that can lead to further research. This study was conducted at the University of Fort Hare in
the Department of Library and Information Sciences with the purpose of investigation the
utilization of ICT by undergraduate students under the Department of Library and
Information Science in Alice Campus.
The objectives of the study were used in formulating this chapter.

5.2. DISCUSSIONS ACCORDING TO OBJECTIVES OF THE STUDY

a) To determine the types of ICT tools that are used by DLIS undergraduate students and
how do they access these ICT tools.
b) To determine the attitude of students towards the use of ICT.
c) To find out the skills that students have in using ICT.
d) To investigate the challenges faced by undergraduate students when utilizing ICT.

5.2.1. TYPES OF ICT THAT ARE USED BY DLIS UNDERGRADUATE STUDENTS

AND HOW DO THEY ACCESS THESE ICT TOOLS
Information Communication Technology (ICT) tools contribute to high quality lessons since
they likely to increase students’ motivation, connect students to many information sources,
support active in-class and out-class learning environments, and let instructors to allocate
more time for facilitation. These findings are similar to the findings of a study done by
Shafiul (2021) in Bangladash. Their study also revealed that students use ICTs for research
information, communication, entertainment, writing assignment projects and recreational
purposes. This is also in line with a study done by Kamunikasi (2018) who found that ICTs
can be used for communication purposes between the instructors and students. Students get
to interact with lecturers for teaching and learning since the introduction of e-learning using
the various types of ICT tools such as laptops, computers, mobile phones, emails, software
programmes such as (blackboard, Google, Microsoft) and many other ICT tools. ICT has

63
been beneficial to students as it improves engagement and knowledge retention. When ICT
is integrated into lessons, students become more engaged in their work, this is because
technology provides different opportunities to make it more fun and enjoyable in terms of
teaching the same things in different ways. The ICT tool that is mostly used by the
respondents are laptops. The laptops were provided by the University for Students to be able
to attend classes via blackboard, write assessments since the introduction of e-learning, for
those who did not get laptops, they access them in the library, computer labs, and Great
Hall. The other ICT tools that are used are Mobile phones and emails. Mobile phones are
used by students to communicate through What Sapp to keep up about their schoolwork.
Emails are used for formal communication between students and lecturers, and some other
lectures prefer emails for submission.

5.2.2. ATTITUDE OF STUDENTS TOWARDS THE USE OF ICT

ICT provide the students with ability to fit learning around their lifestyle and even allow the
busiest person to be able to do his/her schoolwork without having to attend classes
physically, therefore student`s responses disclosed that ICT use as one of advantageous tool
to manage time and costs. Despite this, students and lectures have negative attitude towards
the use of ICT, and most of them were identified as elderly lecturers (Thepa, 2019). As
indicated in Chapter 4, students perceived ICT as one of the good initiative to conduct the
teaching and learning process, many students have strong positive attitude towards the use
of ICT, and they agreed that ICT give them flexibility space and the time to communicate.

5.2.3. THE SKILLS THAT STUDENTS HAVE IN USING ICT

This study shows that the students have adequate skills in using Ms Word for typing
assignments, correcting spelling and errors, and grammatical structure. And they know basic
operation in using Excel, and to put information accurately, and they can do calculations
using Excel and to analyse data. Students have required skills to use PowerPoint such as
doing presentations, outlining, and for summarising. The students also agree that power
point make their lecture to be interesting and make it easier for them to see key points.
Students also know lots of search engines, and they have adequate skills on several search
engines in gathering information for learning on the internet, they also know how to search
for information using the key words.

64
5.2.4 CHALLENGES FACED BY UNDERGRADUATE STUDENTS WHEN UTILIZING
ICT
The use of ICT tools by undergraduate students in university of Fort Hare is a complex
process and one may encounter several difficulties. (Pujan 2019) conducted a study similar
to this objective on the challenges and issues that are faced by developing countries in the
use of ICT in higher education, the study’s findings demonstrate that while ICT can be
significantly enhance the educational system. The use of ICT come with its own challenges
and these challenges are known as signal problems, and load shedding. When there is load
shedding, the network or signal also become weak and the WIFI completely turn off and
there are only few buildings that have a backup generator. This challenge of load shedding
led to the postponement of classes and that cause the delay on finishing in time, and also it
affects students when writing their test. Students faced this challenges as the literature in
chapter two indicated of what other authors deemed to be challenges that are normally faced
by students. Students lack skills and motivation. Unfortunately, not every undergraduate
student will be good in using ICT tools. The ICT facilities are limited for the students, and
they are not in good condition. There are many ICT tools that need to be introduced to
students and some of the ICT tools are useful to them, so they need to learn how to use
them. Mumba (2017) conducted the study related to the topic of the use of ICT for academic
purposes by undergraduate students at Mzuzu University, and his study also identified the
challenges of the use of ICT and most of his findings were the same as the ones of this
study.

5.3. SUMMARY
When it comes to the idea of ICT tools, the University of Fort Hare still has a ways to go
before it can attain the best results. The institution lacks the ICT tools that students require,
which leads to incorrect and subpar use of teaching and learning. There is need for training
in the University with regards to students in regards of ICT. The lack certain ICT
infrastructure also contributes to the university in straying in many ICT related issues. It is
important for the University to improve ICT tools, so that the standard of learning can be
enhanced. And also, if the University can upgrade connectivity, and have backup generators
when there is load shedding.

65
5.4. CONCLUSION
The study's goal was to focus on the use of ICT utilisation by undergraduate students in the
department of library and information science at the University of Fort Hare. According to
the findings of this study, ICT cannot be characterized by a single concept. Most students
regarded it as an online course presentation. This study concludes that, despite the
availability of numerous ICT tools, it appears that students limit themselves to using
Blackboard, WhatsApp, and excel and Ms-word, with laptop being the largest ICT tool used
specifically for teaching and learning, allowing students to type their assignments, and write
tests. According to the study, students benefit from ICT since they can easily access
material. This study also identified that students are comfortable utilizing ICT due to the
security, which is well-managed and strictly enforced in circumstances such as online
bullying. It was also stated that ICT is preferable since it provides students with greater
freedom to engage with their study materials, and their own environment and at a time that
is convenient for them. One of the biggest challenges identified in the study is the slow
connectivity of the internet and this should be addressed at the University by improving the
available ICT facilities and increasing the speed of the internet. This research also showed
that many students believe they gain from the use of ICT due to its benefits. The
respondents in chapter 4 students showed that most students have gain more knowledge of
using ICT during the period of e-learning.

5.5. RECOMMENDATIONS
The following are the recommendations of the study:

● The University must have lessons on the use of ICT tools, a clear step by step guide on

how to use the ICT tools and improve the infrastructure of ICT.

● The use of ICT is still new at UFH, regular reviews and upgrades with regards to

software, User Interface and User Interface must be considered.

● System must be user friendly

● Access to ICT tools should be strict, authentication and verification must be updated.

Face verification must be introduced because passwords and codes can be hacked.

66
 ● Provision of training to lecturers is important so that they can be ahead with regard to

knowledge and usage of ICT tools e.g., Blackboard.

● As much as ICT tools are used to promote online learning, strong measures must be

taken to prevent students from copying when they are writing tests. Venues should be
provided also for students to be monitored even when they are doing online
assessments.

● There is need for the university to invest more in computers and related technology as

means of not only solving accessibility problem but improving on the presents of the
facilities especially on the computer lab.

● The power supply is one of the major problems. The institution should buy generators

in case blackouts. Currently students suffer when there is a blackout and school work
becomes stand still as they cannot use these ICT facilities.

5.6. SUGGESTIONS FOR FURTHER RESEARCH

The study investigated the utilization of ICT by undergraduate students of Department of
Library and Information Science of Fort Hare. The study evaluated the ICT readiness
among students in the Department of Library and Information Science at the University of
Fort Hare. The study identified several issues which could be a subject of further
investigation by ICT researchers. It is recommended that studies can be conducted to
establish current state of ICT in other South African universities so that a way forward can
be known as to what exactly universities are lacking in terms of ICT.

67
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APPENDIX A: Questionnaire Cover Letter

Dear Respondent

Our names are Mapini Aphelele, Mpinda Sonke, Mbanjwa Tembelihle, Zibekile
Sinethemba, Fenqe Nombulelo, and Chiya Siphelele, we are forth year undergraduate
students in the Department of Library and Information Science at the University of Fort
Hare. As part of our degree requirements, we are conducting research on “The utilization
of ICT by undergraduate students in the Department of Library and Information
science at the University of Fort Hare, Alice Campus”. In order for us to complete this
study, we therefore request your assistance by answering the attached questionnaires. Please
be assured that the information provided will solely be used for the purposes of this study.
Your anonymity and confidentiality are guaranteed.

You are kindly requested to participate in the attached questionnaire. The questionnaire
should take about 10 minutes of your time to complete. Data generated from the
questionnaire will be confidential and your identity will not be disclosed. Completion of this
questionnaire indicates that you have done so on a voluntary basis and you are advised that
as a participant you can withdraw from the study should you wish.

Should you have any queries, please do not hesitate to contact any of our supervisor or us.
Our contact details are listed below.

Researchers: As listed above Supervisor: Ms. P.X. Acheampong

E-mail Address: 201907222@ufh.ac.za E-mail Address: pacheampong@ufh.ac.za

Phone: 0734120576

Kind regards

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APPENDIX B: Student Questionnaires

Section A: Biographical Information

Instruction: Please complete this section by circling or marking with an X the number that
best describes you.

1. Age

Below 20 1
years

20 – 24 years 2

25 – 29 years 3

30 years and 4
above

2. Gender

Female 1

Male 2

Other 3

3. Race

Asian 1

Black 2

Coloured 3

White 4

75
4. Level of Study

First Year 1

Second Year 2

Third Year 3

Fourth Year 4

5. Home Language

Afrikaans 1

English 2

Ndebele 3

Shangaan/ 4
Tsonga
Sepedi 5

Sotho 6

Swazi 7

Tswana 8

Venda/Lemba 9

Xhosa 10

Zulu 11

Other 12

76
 (specify)

Section B

Please tick where appropriate.

Research Question 1: What are the types of ICT tools that used by DLIS undergraduate
students and how do they access these ICT tools?

1. Which type of ICT tools do you have access to?

Mobile phones
Fixed phones
Laptop
Computer
Scanner
Printer
Fax Machines
Software programs e.g. Blackboard,
Google, Microsoft etc.
Data Projector
Email
Media (Television, radio etc.)
Other (name it)

2. Indicate how you access these types of tools that you have selected above?
…………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………

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Research Question 2: What are the attitudes of undergraduate students towards the use of
ICT?

3. Attitudes of students towards the use ICT

Circle or mark with an X Strongly Disagree Neutral Agree Strongly

the number that best Disagree Agree
describes your present
agreement or
disagreement with each
statement

1. ICT does not promote 1 2 3 4 5

my active learning as a
student

2. Lecturers should use 1 2 3 4 5

ICT to facilitate their
students’ learning

3. I have to make an effort 1 2 3 4 5

to keep up to date to
make the most of the
didactic opportunities of
ICT

4. I’m exhausted by so 1 2 3 4 5
much information on the
internet

5. ICT in classes is 1 2 3 4 5
burdensome

6. My learning is more 1 2 3 4 5
effective as more ICT is
included

7. I enjoy working with 1 2 3 4 5

78
 other classmates who
use ICT in their
academic training

8. The modules I study are 1 2 3 4 5

enriched by the
possibilities offered by
ICT

9. It should be a priority to 1 2 3 4 5
improve current ICT
infrastructures

10. ICT gives me flexibility 1 2 3 4 5

of space and time to
communicate

11. The use of ICT doesn’t 1 2 3 4 5

allow students to have
more significant learning

12. The use of ICT saves me

more time

13. I struggle a lot using

computers

14. I find learning through

ICT more satisfying than
having to attend face to
face

15. ICT is a must as every

job wants a person to be
technologically oriented.

79
Research Question 3: What skills do undergraduate students have in the utilization of ICT?

4. What skills do undergraduate students have in utilizing ICT

Yes No Someh
ow
1. I have appropriate skills in using Ms-Word
2. I have adequate skills to type my assignments using
MS-Word
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 possess adequate skills to analyze data set using
Excel
9. I have the required skills to use the PowerPoint
10. I possess the skills to make my presentations easier
using MS-PowerPoint
11. When my lecturers use PowerPoint, it makes the
lecture so interesting
12. PowerPoint simplifies learning as it concretizes
abstract concepts
13. Using the PowerPoint increases my skills to
summaries as I learn to present only key points
14. I know a lot of search engine (e.g Google, Ask.com,
Bing etc.)
15. I possess adequate skills on several search engines in
gathering information for learning on the internet

80
16. Using Google and other search engines make my
search on the internet easy
17. I have the skills to search for keyword when I need
information
18 I can bookmark pages for later use on many search
engines
19. I possess the skills to manage several tabs at a time
while searching for information
20. I possess adequate skills to find study materials
online
21. I have the skills to make use of YouTube when
studying at home
22. I have the skills to search for solutions to my
assignments on the internet
23. I learn new things using social media platforms
24. I have adequate skills in using online classrooms to
study ahead of my lecturers
25. I can download PDF (Portable Document Format)
files from the internet for studying
26. I know how to email my assignments to my lecturers
27. I know how to operate various ICT tools e.g. printer,
scanner, laptop, projector e.t.c

81
Research Question 4: What are the challenges faced by undergraduate students when
utilizing ICT?
5. Tick the appropriate answer

Yes No Someti
mes
The e-learning facilities in my school are limited
There are not enough and functional projectors
in almost all classrooms in the university
environment
There are no e-learning classrooms/library in the
university
There is no adequate power supply for effective
usage of ICT facility
Infrastructure challenges
Slow speed computers
Signal problem in the internet
Poor working conditions of computers
Load shedding
Lack of internet access

6. What are your recommendations towards the use of ICT

…………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………….

THE END

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