COMPUTER ACCESSIBILITY AMONG STAFF AND STUDENTS AS A 
FACTOR IN REALISING AN ICT-COMPLIANT FUTO
BY
NWOGU, JOHN EMEKA, 
UNIVERSITY LIBRARIAN, FUTO
AKINDE, TAIWO ADETOUN
ASSISTANT LIBRARIAN, FUTO
&
ONYEBINAMA, COLLECT OGUGUA 
ASSISTANT LIBRARIAN, FUTO
A RESEARCH WORK COMMISSIONED BY THE FEDERAL UNIVERSITY OF 
TECHNOLOGY, OWERRI (FUTO), IMO STATE
JANUARY, 2008.
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F IBADAN LIBRARY
INTRODUCTION
Background to the study
Information and the technology for collecting, processing, storing and disseminating it are as 
old as man. The technologies for recording information in ancient times ranged from clay tablets 
through papyrus and parchment to wax and paper (Ononogbo (1990). In modern times however. 
Information and Communication Technology (ICT), a fusion of Information Technology (IT) and 
Communication Technology (CT) which began in the 1950’s (Ikpaahindi 2002) has reduced the world 
to a global village thus repositioning the social, economic, political and academic outlook of man. This 
change, in recent times has been experienced at a revolutionary, rather than an incremental, rate. 
While the Industrial revolution was measured in centuries, this technological revolution we are living 
in is happening in years. In as brief a space as the last five years, the Internet has caused a major 
paradigm shift in the way information is accessed and delivered.
The capturing, processing and dissemination of information with dispatch, therefore, informed 
this fusion of IT and CT. The IT, an essentially computer technology is responsible for the capturing / 
acquisition and processing of information while the CT is centred on telecommunication technology 
geared towards the dissemination of the captured information, beating space and time. Hence, 
information providing system depends on this fused technology for information services.
In the words of lljon (1998) “The convergence of computing and communication technologies 
impacts significantly on the way in which information resources are created, managed and used, and 
institutions need to plan and implement systems which take advantage of these developments".
In highly industrialized world, ICT has virtually changed the way people live and work. In 
teaching and learning, in research, in management, in industry and information management, in 
libraries and information services, in business, in national economy, in international affairs, to mention 
a few, nothing can be done without ICT. As the industrial era was characterised by the use of 
machines, so is this era branded on information. Timely information therefore, is presently the 
determining factor towards all round success in different facets of life.
This is why Ayo (2001:21) says that information and communication technology (ICT) is one 
of the most potent forces which are shaping the 21st Century. Its revolutionary impact changes and 
improves the society tremendously. In this present information age, it is generally agreed that
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information is the communication of knowledge. There is also a common aphorism that says 
‘knowledge is power’. The essence of ICT is to empower individuals and societies to achieve greater 
access to knowledge and ideas for the benefit of humanity.
The ICT, an information providing system, is positioned to aid the University in the 
actualization of objectives of teaching, learning and research through the provision of information 
materials. Prior to the advent of ICT, information in universities and their libraries was packaged in 
predominantly print form. This present development in the ICT brought a new packaging format 
namely: Compact Disk Read Only Memory (CD-ROM), magnetic tapes, disks and other electronic 
forms. Universities are presently faced with many changes and challenges. Many universities, 
including those in Nigeria, ought to be linked up locally and internationally using ICT facilities all 
geared towards providing timely and cost effective information.
Efforts to computerize many universities in Nigeria in the past were frustrated by such 
problems as shortage of personnel, funds and necessary equipment to handle the projects De-r :e _ 
these difficulties, university libraries have taken the lead in the past Federal Government ICT 
initiatives. For instance, a new wave of ICT development in Nigerian Federal Un:\ers:t\ Libraries 
experienced in the year 1994 with the provision of The Information Navigator Library Management 
software (TINLIB) and computer hardware by the Government of the Federal Republic of Nigeria via 
the National Universities Commission (NUC). These facilities were put into use by many university 
libraries like Kenneth Dike Library, U.l and the Nnamdi Azikiwe Library, U.N.N; to mention but a 
few. In effect the TINLIB provision acted as bedrock for the Federal Universities continued use of 
ICT facilities and opportunities provided by the Federal Government. Flowever discontinuity was 
again experienced in the use of TINILB by some libraries as a result of technical and logistic 
problems.
Further effort to encourage the use of ICT in the university libraries was made by the 
introduction of Virtual Library Project by the Federal Government. The project, which was 
announced in 2001, was motivated by the sorry state of libraries in the country’s higher institution. 
The mission of the project according to Okebukola (2002:1) is “To provide, in an equitable and cost 
effective manner, enhanced access to national and international library and information resources and 
for sharing locally-available resources with libraries all over the world using digital technology’’.
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The use of such facilities as noted by Cochrane (1992) will make for easy integration of 
various activities; co-operation and formation of networks (the vision of Digital Library Project); 
avoidance of efforts duplication, elimination of repetitive and uninteresting work: increase in range of 
services; conservation of time, generation of money, provision of real time information to users, etc. 
To fully harness the gains of 1CT in Federal University of Technology, Owerri (FUTO) therefore, the 
present work attempts to investigate how access to computer by Students and Staff of FUTO can help 
in realising an ICT-compliant FUTO.
The Federal University of Technology, Owerri (FUTO)
Pursuant to the decision of the Federal Executive Council, under the leadership of President 
Shehu Shagari, to establish a University of Technology in each geo-political region, in October, 1980. 
a new chapter was therefore opened in the history of university education in Nigeria with the 
establishment of the premier4 University of Technology at Owerri, lino State of Nigeria.
The Federal University of Technology, Owerri (FUTO) was therefore established by Executive 
flat in 1980 and later the Federal Universities of Technology Decree No I I of 1986 as the first of the 
three universities set up to provide and promote sound basic scientific training as a foundation for the 
development of technology and applied sciences relevant for overall national development.
FUTO commenced operations on the 28,h of November, 1980 (with Professor Umaru Dechi 
Gomwalk as the pioneer Vice-Chancellor and Mr. Kenneth Lupton who doubled as the Director of 
Academic Planning and Development and later as the Acting Director of Administration) in the 
premises of the old Government Technical College, Owerri with a compliment of administrative staff 
seconded from the Imo State Civil Service. The University latter relocated to a rented premises at Plot 
97, Ikenegbu Layout, Owerri, after which it moved to the Lake Nwaebere Campus (intended as the 
permanent site of the Federal Government Girls College, Owerri) to enable the commencement of 
academic activities in the University.
By October, 1981, therefore 225 students were admitted into the only School, i.e. The School 
of Natural and Applied Sciences which was later named School of Sciences (SOSC) while in the 
second year of existence three other Schools i.e. School of Engineering and Engineering Technology 
(SEET), School of Agriculture and Agricultural Technology (SAAT) and School of Management 
Technology (SMAT) enrolled their first students. The School of Post Graduate Studies (SPGS) was
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the next to join the academic train in 1989 with the National Universities Commission's approval. The 
School of Health Technology (SOHT) on the other hand started activities with the admission of its 
first students in the 2003 / 2004 academic session.
In the area of administration, Dr. P. O. Esiri was appointed as the first Chancellor; Mr. A. O. 
Nwokocha as the Acting Bursar and Mr. J. C. Anafulu as the University Librarian, all in 1981. while 
HRH Chukwumela Nnam Obi 11 Eze Ogba of Ogbaland was appointed the Pro-Chancellor and the 
Chairman of first Governing Council in 1982.
Not long after the resumption at the temporary site, the facilities became inadequate for the 
increasing number of students and staff and by January, 1982, the Imo State Government approved the 
rermanent site for the University which was formally transferred to the Federal Government in 
November, 1986 and was officially opened by the then President. General Ibrahim Badamosi 
Babangida on December 22, 1991 after which construction work started.
Whereas the University remained undaunted and committed in its efforts to place adequate 
nfrastructural facilities in the permanent site, an unanticipated policy thrust on the part of the 
I Government in May, 1993 necessitated a hurried movement of the University from its temporary site 
I :o the permanent site under the leadership of Professor C. O. G. Obah. On getting to the permanent site 
I "owever, it was discovered that the infrastructure on the ground was not sufficient to accommodate the 
eeming number of students and staff. A number of coping strategies were then adopted to accomplish 
! lie  challenge posed by the hurried relocation to the permanent site. This feat was achieved without 
compromising the academic session and standards. Successive administrations have continued to 
contribute their quota in addressing the critical problem of dearth of infrastructure in the University. 
I However, a number of facilities are now in place and the University has now settled at its permanent 
[ site.
Presently, President Umar Musa Yar'Adua is the Visitor to the University; HRM Dr. Shekarau 
Angyu Masa Ibi, Kuryo II, Aku Uka of Wukari, the Chancellor; Alhaji Umaru Faruk Abdullahi, the 
Pro-Chancellor and Chairman of the 8th Governing Council; Professor C.O.E. Onwuliri, the Vice- 
Chancelor; Professor E.T. Eshett, Deputy Vice-Chancellor (Academics); Professor M.I. Nwufo. 
j Deputy Vice-Chancellor (Administration); Mr. Charles Obioma Omeire, the Registrar; Mr. R. U. 
Akujobi, the Bursar and Chief J. E. Nwogu, the University Librarian.
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The University’s academic programmes are run in 6 Schools (i.e. SEET, SAAT, SMAT. 
SOSC, SOHT and the SPGS) with the Directorate of General Studies, Centre for Continuing 
Education (for part time and sandwich programmes) and the Pre-degree Programme.
The Registry, Bursary, Library and Estate & Works Units provide the necessary 
administrative, professional and technical Services while FUTO Consult, Department of Health 
Services, Centre for Industrial Studies, Centre for Agricultural Research. Centre for Energy and Power 
System Research, FUTO Farm Ltd, FUTO Microfinance Bank, University Staff School, among others 
provide supporting facilities and services.
FUTO produced its first graduates on the 13lh of December, 1986 numbering 67, ever since, 
the annual turnout of graduates increased steadily to 1,803 by 2005. In summary, in its 26years of 
existence, FUTO has produced 11,830 graduates, enrolled 21,867 students as at December, 2006 and 
has on its payroll 2,335 staff (including 548 academic staff) as at December. 2006.
Having familiarised ourselves with the entity called FUTO, there is therefore, the need to know 
past efforts that had been made in 1CT application in the University.
Past FUTO ICT initiatives
In the history of FUTO there have been ICT applications in form of computer stand-alones, 
photocopiers, printers, typewriters, projectors in the Library and Electrical / Electronic Engineering 
Departments, staplers, paper cutters, perforators, telephones, counting machines, etc. in some sections 
e.g. Registry and Bursary. In recent time however, there have been improvement or progress in this 
regard with the creation of the Management Information System (MIS), the ICT Directorate, the 
University Computer Centre (UCC), the automation & e-library in the University Library and the 
FUTO / SocketWorks College Portal among others. More details about these Units are therefore 
provided below:
• The Management Information System (MIS) Unit of FUTO
The Unit was established in 1994 with the objective formulated by the National Universities 
Commission (NUC) to handle information processing involving students’ and staff records and 
financial processing requirements of other administrative units of the University. Software package 
called NUM1S deployed by NUC from the University of Nigeria, Nsukka was provided to aid the Unit
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in handling its task. The software consists of a set of integrated data files designed to contain 
information about students, staff, finance, and research. It was developed to run on a stand-alone level 
(an 80/486PC) on Database IV platform. The software was not regularly updated due to low personnel 
capacity. To contend with the irregular update, the Unit developed an in-house system (software 
platform in MS Excel) to cater for the electronic processing of students registration. A System Analyst 
was also employed to enhance the personnel capacity of the Unit. Presently, the Unit is located in the 
School of Science. Prof. A.I. Onuchukwu was the pioneer Director while Prof. E.O. P. Akpan is the 
present Director.
The MIS Unit has an in-office local area network connectivity with four computers and peripheral 
sharing ability and an NYSC Communication Software Support Point which handles data capture 
between NYSC Unit of Student Affairs and the NYSC Office, Abuja via NYSC MASTERLIST 
Software V2.01.
• The ICT Directorate of FUTO
Prior to 1996, separate Information Technology Units worked individually to make major strides 
in the implementation of the cutting-edge server technologies. However, ICT activities in FUTO 
started officially in 1996 with the Nigerian Universities Network (NuNET) steered by NuNET 
fommittee which was chaired by Prof. J. I. Ejimanya. NUNET provided e-mail services to the 
University community from an office in the Vice-Chancellor’s (VC's) Lodge. The location in VC's 
xlge was a result of lack of telecommunication facility in the University. The e-mail service is 
rrovided by FUTO connecting to National Universities Commission's dial-up which connects to the 
'temational Centre for Theoretical Physics (ICTP) in Italy. Due to the delay in communication 
-^suiting from this type of connection, an alternative and full Internet access that does not depend on a 
eiephone line was implemented through LinkServe Ltd. in Port Harcourt.
With such improved access the University community provided URL for search and download, 
-.gain, the LinkServe connectivity did not provide the required service for the University community.
relief was however provided with the establishment of the Electrical and Electronic Engineering 
EEE) Internet Centre donated via Private / Public Partnership Initiative in 2004 which extends its 
-etworks to the NuNET office in the University permanent site.
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Moved by the need to harmonise and coordinate the various ICT units in the University, the 
University Librarian, Mr. John E. Nwogu in a Memorandum dated 7th October, 2003 and addressed to 
the then Vice- Chancellor, Prof. Jude Ejike Njoku, proposed the establishment of FUTO ICT 
Directorate. In the proposal, the rationale for such a Directorate in FUTO and the organogram (i.e. 
•.hat should be the composition) was suggested. Consequently, the Directorate was created in January 
2005 with Prof. J. I. Ejimanya as the pioneer Director. In April, 2006, however. Prof. Chidi E. Akujor 
succeeded Prof. J. 1. Ejimanya. The FUTO ICT Directorate however can be likened to a baby that still 
required much of the attention of the parents!
In this regard, recently, a memorandum of Implementation and Article of Execution was signed by 
r UTO, AfriHUB and Zinox Technologies precisely, on May 31. 2007, for the flag-off of the 
•nplementation of a standard ICT Resource Centre in the University as one of the 10 Federal 
fniversities to benefit from Phase 1 of the National Standardisation, Harmonisation and 
Comprehensive Development of Sustainable ICT in Nigeria.
The project is expected to yield tremendous benefits including the availability of on-line access at 
location on campus and the enhancement of computer literacy amongst staff and students. 
- : wever, FUTO Community is still waiting for the actualisation of this dream nay promises.
• Automation and e-Library in FUTO Library
The ICT Unit, formerly known as the Information Technology (IT) Unit of the FUTO Library was 
rs:ablished in 2002 in one of the office rooms in the Pilot plant library with two stand-alone computers 
r:d  three staff including Mrs. C.V. Anunuobi (now Dr.) the pioneer ICT Librarian. With the 
i'Sumption of Mr. John E. Nwogu as the University Librarian in April, 2003, however, several efforts 
• ere made to transform the Unit to a centre of excellence. The first of such efforts is the relocation of 
*.e Unit to a more spacious office at the Main Library, the acquisition of more computers, the 
-■etworking of the Unit and the deployment of more staff to the Unit with the attendant change of name 
:o Information Communication Technology (ICT) Unit.
Unrelenting in the “centre of excellence” vision for the University Library, a Donor Agency -  The 
Open Society Initiative for West Africa (OSIWA) was attracted to FUTO Library as one of the ten 
fniversity Libraries in Nigeria which received donation of a full complementary Internet facility. The 
internet facility has been fully installed with twenty Internet-ready desktop computers. The Internet
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services though commenced, latter suffered some technical setbacks. However, efforts are being made 
to remedy the fault and restore the Internet services.
Furthermore, after the attempts with the TINL1B Software given by NUC failed, the Library 
commenced the automation of its operations and services on ten desktop computers connected in a 
local area network with the Alice for Window Library Automation Software supplied by SoftLink 
Ltd., a USA based Company with a branch office in Victoria Island, Lagos. The Software was 
commissioned by the then Acting Vice-Chancellor, Prof. B.A. Nwachukwu in April, 2006. Presently, 
the retrospective conversion of the Library’s manual catalogue cards to machine-readable form is 
almost completed and the Online Public Access Catalogue (OPAC) is now being used (with the 
assistance of Librarians and Data Entry Clerks) on two dedicated desktop computers by FUTO staff 
and students for fast / speedy bibliographic or literature search in the Library.
In addition, the Virtual or e-Library in form of e-journals and resources, stored in internal and 
external hard disks, CD-ROMs, Zip, Flash disks and diskettes (e.g. e-Granary, EBSCO Host, DATAD. 
InfoUSA, Encyclopaedia Britannica, etc.) are increasingly being consulted by FUTO staff and 
students for research purposes via personal and Library computers while passwords and usernames are 
given to students and Staff who wishes to access some online journals, portals and databases (e.g. 
AGORA, HINAR1, AJOL, OARE, etc.) subscribed to by FUTO on the Internet.
• The University Computer Centre (UCC)
The Centre started in 1982 as a computer laboratory attached to the then School of Natural and 
Applied Science. The operations of the laboratory were under the control and supervision of the 
Director of Physical Science Programmes in the School. Following the progressive growth of the 
University, the laboratory was transformed to a central unit called Computer Centre in 1989 with Prof 
E. Umez-Eronini as its first Director. The Centre then becomes a central unit providing computing 
facility to support teaching, research and consultancy / commercial services to the University 
community and its environs. Engr. Dr. S. O. E. Ogbogu is the present Director of the Centre.
Presently, undergraduates undertake Computer Science (CSC 201) practical course in the Centre, 
occasionally the Centre organises training programmes and once-in-a-while the Centre handles 
commercial projects. The number of computers in the Centre is far lesser than a 100, which is seen to 
be grossly inadequate considering FUTO Staff and Students' population.
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• The FUTO / SocketWorks College Portal
The FUTO / SocketWorks Ltd. Collaborative ICT Project is meant to open up academic / 
administrative activities in FUTO to the Internet by the end of November, 2004; to provide Local and 
Campus Area Networks and to affect future computer-based operations of many FUTO Units.
FUTO / SocketWorks College Portal was presented to the University community on Thursday. 
November 18, 2004 by 1.00pm at Council / Senate Chambers. The Directors of MIS, UCC, Academic 
Planning and Development (AP&D), Heads of Departments of EEE and Information Management 
Technology (1MT) and the Coordinator of Records and Statistics are all involved in the project with 
the Director of ICT as the Project Coordinator.
SocketWorks operates through scratch cards which are sold by some banks. 10 years contract was 
signed between FUTO and SocketWorks Ltd which will be subjected to periodic review as the ICT 
scenario of the University improves. SocketWorks promised to continue updating their facilities 
within the period and also adapt to the changing needs of the University.
Area of application of this Network project includes:
1. Registration of Students online
2. Accessing of Students’ result via the Internet
3. Browsing
4. Intranet
SocketWorks started its activities mainly in the area of students' online registration in the 2006 i 
2007 academic session. The Company is to render services covering all students' activities except the 
uploading of results which will be handled by trained University staff. Publishing of Students’ result 
however will be from the current year 1 students (2006/2007 Set). Presently, nothing much has been 
done in the area of ‘Accessing students result via the Internet’, ‘Browsing’ and Intranet (i.e. Campus 
Area Network). In other words, SocketWorks is yet to accomplish its task in these aspects.
From the foregoing, it can be said that FUTO is ICT-aware but for it to be fully ICT-compliant, the 
number of computers in the system, and staff and students’ access to them, need to be increased, this 
concern then, is the main thrust of this study. In summary, the following words of the pioneer ICT and 
NUNET Director, Prof. J.I. Ejimanya are more relevant today than when it was first uttered in 1998:
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it is important to know that this system requires that the various units must 
have computers. I observed sadly that many people we expect to be using our 
network up till now, do not have computers....the units should strive to 
acquire computer systems because even if NUNET succeeds in registering so 
that it is able to access the rest of the world, if the units do not have 
computers, the whole project will not be meaningful (pg. 5).
No statement can be more appropriate!
Having taken a trip to the FUTO 1CT past, we can then return home to see what we have on the 
ground presently.
Present Vice-Chancellor, Prof. Celestine O. E. Onwuliri’s visions and goals on ICT (2006-
2011)
Prof. Celestine Onyemobi Elihe Onwuliri, a Professor of Zoology (Parasitology), assumed 
office on the 19th of June, 2006, as the 5th Substanstive Vice -  Chancellor of FUTO. Among his man\ 
visions and missions towards the earnest development of FUTO as contained in his Strategic plan is 
that the University should increase the provision of ICT facilities, upgrade existing ones and enhance 
their application in teaching, research and services. The goal popularly referred to as Goal 6. is further 
expatiated in the table below:
Strategy Strategy Responsibility Time
No
Strategy Increase the internal telephone lines for intra-university use. FUTO; W&M Years 2 - 4
6.1 Computer Centre, 
University.
Strategy Install the necessary infrastructure to link FUTO to the FUTO; W&M Y ears 1 - 5
6.2 internet. Computer Centre, 
University.
Strategy Ensure that all telephone lines are functional. W&M; University. Years 1 - 5
6.3
Strategy Facilitate the training and retraining of all staff in the use of University; Unit; Years 1 - 5
6.4 computers. Registry; Computer 
Centre; STD.
Strategy Foster the sharing of software and other resources through FUTO; Net; Years 1 - 5
6.5 the use of the network. Computer Centre; 
University.
Strategy Facilitate the acquisition of personal computers, peripherals Computer Centre; Y ears 2 -5
6.6 and software for staff by implementing a computer loan. University.
Strategy Develop tailor-made software to computerize activities of the MIS; Computer Years 1 -  5
6.7 various departments and schools of the University. Centre; University
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Strategy Make Internet services available to staff in their offices, FUTO Net; Years 2 -  5
6.8 laboratories, workshops etc and to the host community at University
affordable rate.
Strategy Make Internet services available to staff quarters at FUTO Net; Years 2 -5
6.9 affordable rates. University
Strategy Manage and update the content of the University Internet. FUTO Net; Years 2 -5
6.10 University
Strategy Manage and update the content of the University web-site. FUTO Net; Years 2 -5
6.11 University
Strategy Digitize and update staff records. MIS; Univ. Years 2 -5
6.12
Strategy Digitize all student records beginning with online registration MIS; Univ. Years 3
6.13 of students.
Strategy Digitize the processing of examination results. MIS; Univ. Y ears 2 -5
6.14
Strategy Develop an information policy to guide the acquisition, Info & Pub; Univ. Years 2
6.15 storage, dissemination and use of information for the benefit 
of the University community and the larger society.
Strategy Foster the increased use of Information Communication Lib; ICT Com; Univ. Years 2 -5
6.16 Technology (ICT) to deliver library services
Strategy Foster increased use of ICT to deliver bursary services ICT; Bursary Years 2 -5
6.17
Strategy Foster increased use of ICT to provide e-learning. University; ICT; Unit; Years 2 -5
6.18 Academic, PI
Strategy Develop on bandwidth management to foster increased use University; ICT; Unit; Years 2 -5
6.19 of Internet facilities. Academic, PI
Strategy Foster the increased participation of women and very senior University; ICT; Unit; Years 2 -5
6.20 members of staff in ICT activities. Academic, PI.
Source: FUTO @ 25, Published by O’Desy Concerns, Owerri, for FUTO, 2006.
Statement of the problem:
Access to computers within FUTO has been observed to be low; though students and staff may 
have personal access at home and/or commercial cybercafe. This work, in line with the present Vice- 
Chancellor’s 1CT goals (as stated above), is poised to investigate computer accessibility among staff 
and students as a factor in realizing an ICT-compliant FUTO, knowing fully well that without 
computer and access to computer, there may not be any meaningful use of ICT for teaching, learning 
and research.
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Research Objectives
The research main objective of the work is to investigate computer accessibility 
among staff and students as a factor in realising an ICT-complaint FUTO. The specific 
objectives are to:
1. Find out whether FUTO staff and students have access to computer.
2. Ascertain what type of access to computer FUTO staff and students have.
3. Identify various constraints to computer accessibility as perceived by FUTO staff and 
students.
4. Suggest how to enhance FUTO staffs and students’ access to computer in order to 
realise an ICT-compliant FUTO.
Research Questions
The research questions are:
1. Do FUTO staff and students have access to computer?
2. What type of access to computer FUTO staff and students have?
3. What are the various constraints to computer accessibility as perceived by FUTO 
staff and students?
4. Flow can FUTO staffs and students’ access to computer be enhanced in order to 
realise an ICT-compliant FUTO?
Scope of the study
This paper investigates the accessibility or otherwise of computer and ICT to the Staff 
(Academic and Non-academic) and Students (Graduate and Undergraduate) of Federal 
University of Technology, Owerri, Nigeria during the 2007/2008 Academic Session.
Significance of the study
This study will throw the light on the present accessibility mode of computers and ICT 
among staff and students of the University and hence, help the Management to make 
more informed decisions on the placement and installation of more computers and ICT 
application in the various Schools and in implementing appropriate support policy 
towards use.
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LITERATURE REVIEW
Introduction
Many studies and initiatives are concerned with ensuring that African countries are 
prepared to meet the challenges of the information age, and their main thrust seems to 
revolve around access to information and communication technologies (ICTs) and ICT 
policy development in general. ICT is said to provide an array of tools for acquiring and 
using information and for thinking, learning, decision-making, teaching, expressions and 
leisure. These same experiences provide the skills that will enable students, staff and 
faculty to perform effectively in the global, digital, information -based future we all face.
Relevant literature will be reviewed under the following sub-heading:
The concept of ICT 
The components of ICT
Evolution of ICT in Nigerian University education 
ICT as a facilitator of teaching, learning, and research 
The place of computer in ICT 
Access and types of access to computer
- Computer and ICT accessibility and legal implications 
Constraints to computer and ICT accessibility 
Promoting computer and ICT accessibility in higher education 
Summary
The Concept of ICT
Information and Communication Technology has been defined by Qiang and
Ayers (2003:1) as consisting of hardware, software, networks and media for collection,
storage, processing, transmission and presentation of information (voice, data, text,
images). Blurton (1999:46) described it as “a diverse set of technological tools and
resources used to communicate and to create, disseminate, store and manage
information”. The ICT is defined according to the American Library Association (1993)
as “the application of computers and other technology to the acquisition, organization,
storage, retrieval and dissemination of information. Ifidon (1985) enumerated the
functions available for ICT use to include: ordering, receiving, settlement of invoice and
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administration of records and expenditure. Further to that Oketunji (2001) and Chesenga 
(2004) listed among other functions acquisition, cataloguing, and circulation, and serials 
control, selective dissemination of information services and preparation of management 
information. Other activities which ICT can be used for include procurement process, 
fund analysis and accounting, bibliographic file control, cataloguing, preparation of
I
record /entries and transaction control. Effecting additions, changes and deletions or 
correction control can be performed with ICT facilities. Agbaje (2002) also informed that 
ICT facilities can be applied in browsing, publishing, money transfer and electronic 
commerce, electronic copying, consortia and database management. Chesenga (2004) 
also mentioned that the application of ICT facilities could be in the stand- alone or 
integrated form.
Thioune (2003) grouped ICTs into two categories namely traditional and new 
ICTs. Traditional ICTs are radio, television, fixed line telephones and facsimile machines 
which have been ingrained in the daily habits and lives of people and communities. The 
new ICTs consist of computers and specific data processing applications accessible 
through computers (e -  mail, Internet, among others), cellular phones and wireless 
technologies.
According to the United Nations Economic Commission for Africa (1999), 
ICTs cover Internet service provision, telecommunications equipment and services, 
information technology equipment and services, media and broadcasting, libraries and 
documentation centers, information providers, network-based information services, and 
other related information and communication activities. It is not uncommon to find 
definitions of ICT that are synonymous with those of information technology (IT). For 
example, Foster (2001:3) defines ICT as “the group of technologies that is 
revolutionizing the handling of information and embodies a convergence of interest 
between electronics, computing and communication. Duncombe and lleeks (1999) 
simplified the definition by describing ICT as an ‘electronic means of capturing, 
processing, storing and disseminating information’. Hence in this review, the term ICT 
will designate the mechanized information processing interaction between providers and 
users of information and also the development and application of information processing 
systems. It is therefore, important to emphasize that these technologies only provide new 
mechanisms for handling an already existing resource: information.
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The Components of ICT
The most common or popular ICT facilities are photocopiers, personal computers, 
CD-ROM, printers, scanners , fax machine, telephone, Online Public Access Catalogue, 
Global System of Mobile Communications (GSM), Local Area Network, Wide Area 
Network, LCD Multimedia projectors and Internet. According to Oketunji, Daniel & 
Okojie (2002), the highest ICT facility in use was the photocopier while the lowest was 
the scanner. Aina (2003) noted that ICT facilities include microfiche, microfilm readers, 
the computer and its peripherals like keyboard, monitor, modems, printers, networked 
electronic journals, CD-ROM and CD-ROM drives. He recommended the Internet for 
effective access to other collections.
However, simplifying the definition of technology, Moll (1982) classified 
technology into two groups. These are ‘"low and high technologies”. Under the “low 
technology”, we have equipment and machines such as typewriters, offset printing 
machines, micro-form readers, projectors, staplers, paper cutters, perforators, library 
catalog, telephone, radio, television etc. The above “low technologies” are hardware or 
equipment. The “high technology” on the other hand consists of the various means of 
obtaining or transferring information using computers, telecommunication and 
microelectronics. From the various definitions the main elements that appear prominent 
as “high technology” according to Madu and Adeniran (2005:2) include:
a. Computer
b. Telecommunication
c. Microelectronics
d. Storage facilities
The computer and storage devices media are grouped into two parts; the hardware 
and the software. The hardware are of general purpose for every computer user and 
include the input devices like keyboard, card reader, mouse etc; the Central Processing 
Unit (CPU) and the output devices such as printer, Visual Display Unit (VDU) while the 
software includes slides, filmstrips, films, paperclips, office pins, tapes, fiches and 
transparencies etc.
According to Oketunji (2000) the software is of two types. The operating systems 
type that makes the computer does everything it ought to do usually come with the 
computer. They include Microsoft DOS, Windows: 95, 98, 2000, XP, NT, Linux etc. The
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other type is called application software which is meant for specific tasks, e.g. CorelDraw 
for designing, Microsoft Office for desktop publishing, Nero for burning CD, PowerDVD 
for video entertainment, etc.
The storage media in use includes the magnetic tape, magnetic disk and optical 
discs (Rowley 1988, 1993). The popular ones are the floppy disk (diskette), the hard disk 
and the Compact Disc Read Only Memory (CD -  ROM). Comtpon (1994) provided six 
reasons why CD-ROM is important among which is the conservation of space, ease of 
access and reduced mutilation.
As revealed by Capron (2000) mail, telephone. TVs and radios, books, 
newspapers and periodicals are the traditional ways users send and receive information. 
However, data communications system...computer system that transmits data over 
communication lines such as telephone lines or cables...have been evolving since the 
mid-1960s. This telecommunications aspect of ICT provides the capabilities for the 
transfer and / or communication of data from one workstation to another (Oketunji, 
Daniel and Okojie 2002). While the computer and the storage media act to gather process 
and store information for use, the telecommunication facilities act to actualise the 
dissemination of such information.
Furthermore, Siddiqui (1997) identified ICT facilities as: telecommunication 
networks, electronic mail, electronic bulletin boards and electronic conferencing. 
Included in the list are tele-facsimile (Fax) and online searching. Daniel and Mathews
(2000) mentioned the Internet, the World Wide Web (WWW) and networking / resource 
sharing. Others are electronic mail and online searching. In other words the 
telecommunication facilities are those ICT facilities that require the telephone or Very 
Small Aperture Terminal (VSAT) and related cable facilities to be put to use. Hence they 
could be grouped into the Local Area Network (LAN) facilities, the Wide Area Network 
facilities (WAN);World Wide Web (WWW), the Internet facilities, the Electronic mail 
(E- mail) and the facsimile (FAX).
Despite the enumerated ICT facilities and their uses, it was observed by Tise
(2001) that the use of ICT in African and Nigerian Universities is very low and at its 
embryonic stage, with the exception of the University of Jos as reported by Akintunde 
(2004) and few other universities, ICT intervention / application in teaching, learning and 
research is a late-comer to Nigeria Universities. How then do we get there?
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Evolution of 1CT in Nigerian University Education
The Development of 1CT in the Nigerian university system has occurred in 
basically four directions. (Liverpool, 2001) First it has evolved via individual university 
initiatives through the establishment of academic computer science departments and 
computer centers, the latter as academic support units. Second, it has evolved through the 
introduction of administrative computing through a computerized Management 
Information System (MIS). Thirdly, this development has taken place via the NuNet, a 
project for the networking of the Nigerian university system and its connection to the 
Internet. Both of these were spearheaded by the National Universities Commission 
(NUC), a national body, set up by government to co-ordinate and monitor Nigerian 
universities. Fourthly, ICT in Nigerian educational institutions has evolved through the 
Library & Information Services (LIS) set up by individual university library initiatives. In 
the majority, these four directions have not been convergent and that has resulted in 
unnecessary competition for limited resources as well as duplication of efforts and 
facilities (Liverpool, 2001).
Flowever, ICT facilities have impacted every stage of information resources 
management from the production through the packaging to access. Woodward (1994) 
informed that the rapid growth of computer networks and the proliferation of electronic 
information sources have resulted in information explosion. ICT has also evolved in the 
Nigerian Universities through cheap and easy access provided to Students and Faculty 
through networks to communicate with peers, browsing a whole library and downloading 
the latest idea needed for their work (Ballentyne 2003); In other words, with ICT 
facilities, there is increased visibility of non-Western journals, posted to the Internet 
(Prosser 2003). Evidently, the presence of African Journal Online (AJOL) an initiative of 
the International Network for the Availability of Scientific Publication (INASP) based in 
United Kingdom which offers free online access to the Table of Content (TOC) and 
abstracts of scholarly journals published in Africa and the Database of African Theses 
and Dissertation (DATAD) Project, an initiative of the Association of African 
Universities (AAU) are classical examples of ICT role in making African scholarly works 
available for use worldwide .
Chuene (2001) in her work informed that ICT has eliminated many routine tasks and 
increased speed in the acquisition of materials for learning, teaching and research
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especially in Universities. Through 1CT, online journals are acquired, free web journals 
are identified and there is access to online version of current print subscriptions. The 
Library will be able to register to any database of their choice, which will provide 
subscription services to electronic journals and newsletters. Stunbley (1996) maintained 
that electronic journals raised the enticing prospect of researchers (e.g. in higher 
institutions) having all the needed information on their desktops. Nicholson (1996) also 
noted that electronic journals are easier to revise, more interactive, capable of providing 
more added value through graphics and full text indexing.
In this regard, Geran (1995) reporting on the outcome of American Library 
Association Annual Conference, mentioned that the advantages of electronic journals as 
their speed of delivery, wide access, limited handling and processing by library staff and 
the opportunity to have vendors maintain the journal archives. Since journals and other 
serials represent a veritable source of knowledge and information for academics, 
especially in the area of currency since recent ideas, inventions, innovations, patents, 
reports / communique, issues / developments, etc. are first published in journals, the role 
of ICT facilities in serials availability and use cannot therefore be overemphasized, this 
then is summarised by Malinconico as cited by Anunobi (2006) while enumerating the 
advantages which journals in electronic form have over those in print form. These 
include:
• Electronic journals can be accessed in a variety of innovative ways and their contents 
may be downloaded for further analysis and manipulations.
• Arguably, they do not need additional indexing and also they impose no page 
limitations on authors permitting an interactive dialogue between and among readers 
and authors.
• They do not need to be bound or shelved hence; they make minimal demands on 
space and present a more manageable conservation and preservation pattern.
• Many individuals can use them simultaneously (online), thereby, eliminating the need 
for multiple subscriptions.
• They can be accessed wherever an institution’s telecommunication network or the 
Internet reaches making possible a wealth of value added services.
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Apart from ICT application in producing e-journals, Ebijuwa (2005) opined that 1CT can 
also be used in support of:
i. Administration: In higher institutions on which this paper focuses, administrative 
computing systems are concerned with students administration such as 
admissions, enrolment / registration and examinations; accounting (financial 
management, purchasing and inventory); personnel (staffing, payroll and 
positions); and physical plant (room assignment, planning and maintenance).
ii. Management information which involves enhancement of availability of 
information, enhancement of overall efficiency and effectiveness, enhancement of 
speed of operation, and support of group processing of incoming and outgoing 
information.
iii. Teaching and learning - the traditional use of ICT in support of teaching and 
learning is via computer-assisted learning as discussed in Goodison (2001) 
assessment of the role of ICT as a stimulus for improving the three principal 
instructional functions in higher educational institutions: teaching, learning, and 
assessment.
iv. Research and national networking - This is the area where the impact of ICT is 
most visible. This is because it would be unthinkable to pursue research especially 
at the tertiary education level, national or international without computers. To 
assist this endeavour are Local Area, National and International networks.
v. Libraries and information services -  These are to provide lecturers, students, 
administrators, researchers and the general public with information efficiently and 
effectively with the aid of ICT. Information categories include bibliographical 
information, catalogue information, access to original publications wherever they 
are located; and access to information in media other than books (Audio, Video 
and CD-ROMS software).
Though, staff and faculty use ICT for administrative works, research and 
collaboration, teaching and leisure; in many universities, students constitute the major 
category and heavy users of information and communication technologies for 
communication, academic purposes and recreation. This is because students are
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increasingly sophisticated in their information needs. They are mobile and seek 
information sources that are compatible with their emerging life styles. Nigerian students 
are becoming computer frenzy and rely heavily on electronic sources for their 
information needs as they get more exposure to these new technologies. Williamson 
(1999:8) says that students are coming to expect both recreational and educational 
opportunities from the electronic forms of data, i.e. information about friends and 
holidays as well as learned papers. Word processing, www, and e-mail have recreational 
potential while only the specialized databases are related purely to subject / curricular 
studies. Students also expect electronic information to be quick, convenient, and free and 
all encompassing, these needs are however satisfied by ICT. Hence, the role of ICT in 
teaching, learning and research can never be overemphasized.
ICT as a facilitator of Teaching, Learning and Research
It has been found that information is vital to the overall academic development of 
university students. The role of information and communication technology can thus be 
described as multidimensional, affecting both staff and students of institutions of 
learning, especially, universities. Alabi (2004) writes that the most important assets in 
every form of university education are the faculty and students, and note that “if quality 
people are not put at the center of the process of giving and receiving knowledge, the 
process is bound to fail"’. In recent times however, teaching methods, learning styles and 
research methods have changed. This means that the knowledge and skills required by 
the faculty are also changing.
ICT use could provide university students, lecturers and researchers in developing 
countries the opportunity to bridge the knowledge gap between them and their 
counterparts in developed countries. With the concept of the global village, graduates are 
increasingly expected to compete for jobs globally, and universities are expected to 
prepare them for gainful employment (Agbonlahor, 2005). It therefore follows that to 
remain relevant in the current information age, university lecturers and students have to 
adopt ICT to enhance their teaching, learning and research activities. The use of such 
technologies by the students is however, dependent on availability and accessibility. ICTs
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facilitate communication between teachers and students. It also provides students with 
additional opportunities to write, edit, and undertake multi-media project.
Raguel Bebhunan-Fich (2002: 94-99) however, distinguishes between uses of 
1CT, from the pedagogical dimension, she categorizes ICT use in university education 
under the following two models.
i. The objectivist model which emphasizes the unidirectional flow of concepts from 
a professor to his students. Here, she sees information technologies as 
complementing or replacing the traditional roles of teachers and printed materials.
ii. The constructivist model where we find an emphasis on interaction as the source 
of knowledge. Here it is used to provide a conducive learning environment that 
enables students to collaborate with their professors and colleagues beyond class 
time.
The traditional classroom can, in fact, be converted via ICT to an electronic class 
or what is now known as Virtual Learning Environment (VLE) where Lecturers and 
Students can interact and where students can be taught, examined and assessed or graded 
on-line. Adetimirin (2007) in her research found that the academic tasks for which ICTs 
were used by undergraduate in Nigerian Universities were assignments, class work, 
projects, seminar and term papers.
Keogh (2001:255-226) supporting the promotion of ICTs as authors and providers 
of life-long learning, considers their benefits as immense in the provision of access to a 
vast wealth of information sources and learning experiences, the provision of new 
channels of communication and interaction between students, their peers, tutors and the 
provision of the opportunity for life-long learning for those who may normally not have 
an opportunity to be educated or access the information.
In summary the role of ICT in the university according to (Liverpool. 2001) 
includes:
i. ICT as a gateway to vast resources of information for staff and students in 
academics. This includes the case of ICT having great potential to increase access 
to knowledge. Access to computers and the Internet has increased the ability of 
professors to carry out much more informed research. It has also provided 
opportunities to establish contact, cooperate, and maintain beneficial relationships
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with other researchers of similar interests. It has broadened the course of their 
analysis and research and improved the quality of their work with the opportunity 
for diverse views from other colleagues acquired over increasingly short periods 
of time.
ICT as a tool for increased productivity and professional effectiveness. This is an 
impact of ICT felt by all in the education sector extending beyond professors and 
students to administrative and management staff, as well. Here ICT enable staff in 
the education sector to do what they have been doing, only much faster and more 
effectively. As such, this role of ICT includes administrative software packages 
which keep student records, generate and store payroll information and schedule 
classes to e-mail and word processing for improved communication to specially 
designed teacher tools like computerized grade books, test worksheet generators, 
and curriculum templates.
ICT as a promoter of conducive teaching and learning environments. ICT has 
been shown to have positive impact on the learning environment and students 
generally. Today, students use multimedia to learn interactively and work on class 
projects. They use the Internet to do research, engage in projects, and to 
communicate. The new technologies allow students to have more control over 
their own learning, to think analytically and critically and to work collaboratively. 
This also involves the use of ICT as an information processing and productivity 
software like word processors, databases, spreadsheets, presentation programs, 
multimedia authoring tools, e-mail, video production equipment, digital reference 
materials, electronic indexes, and network search engines to complete, complex, 
and authentic projects and other instructional use of technology.
ICT provides an avenue to improve educational outreach and standards across 
Continents. In developing countries, especially Africa, affordable ICT could attain 
this goal in three important ways. Firstly, it could be used to support and expand 
existing curricula by increasing the accuracy, presentation, user-friendliness, and 
attractiveness of courses. Secondly, for lecture delivery to Off-campus / Distance 
Learners and for Extension Services to Students who are home-bound or who 
prefer learning at home and for Staff who prefer to work from home. Talk of 
telework. Thirdly, it could forge strategic linkages between educators in Africa
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and those in other countries, at one level, and between students and the wider 
global community on the other, this is in line with the study of Gilpin (2000). 
v. ICT as a course and programme of study. ICT plays a critical role in the further 
development of ICT, serving as a training tool for future development and users 
of ICT. As stated somewhere in this work, there is presently a lack of human 
capacity (inadequate trained technical and support staff) for the development and 
use of ICT in most developing countries and Nigeria is no exception. Beyond the 
low level of literacy found in many African countries, is the number of people 
with technical skills which is seen to be highly insignificant.
It should be noted that alongside the role of ICT in education is the role education 
plays in the development and use of ICT in a nation. It is agreed that for the productive 
use of ICTs, there is often the need to acquire new skills and restructure the educational 
system. Though ICT use represents an improvement of human skills and capabilities, 
there is also hierarchy of skills. This hierarchy then begins with the attainment of basic 
literacy. What then is the place of computer in ICT?
The place of computer in ICT
Computer is the gateway to ICT, without computer there can be no ICT. All the 
various applications and dimensions of ICT revolve round the computer. All that ICT can 
do, it does through computer. The computer is therefore defines as an electronic device 
that automatically performs a specific sequence of operations on a data to achieve desired 
results. A computer set as we know it today include the Visual Display Unit (monitor), 
The Central Processing Unit (CPU), The Keyboard and The Mouse.
On the whole, computer accepts, processes, stores and retrieves information 
performs arithmetical problems, processes transactions, sorts data accurately, easily and 
at great speed. French (2001) defined computer as a device that process data or 
information. According to him, the data is normally held within the computer as it is 
being processed. The nature of processing may change according to the data entered. 
There are also differences in the forms in which data is accepted and produced by the 
computer. These include simple words or numbers to signals sent from or received by 
other items of technology. Basically, computer involves a process or system which
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includes input, processing, output and storage. Gurtner and Lepper (1989:170-178) sees 
the computer as a multifaceted invention of many uses, a symbolic tool for making, 
exploring and thinking in various domains.
This great machine is used in the following 1CT processes / applications: 
i. On - Line Public Access Catalogue (OPAC) / Online bibliographic searching:
This is an integrated library catalogue automation system, this can be accessed 
remotely via computer, not only within the parent organization but also via more 
widespread but linked networks of databases including catalogues of distant libraries.
ii. Expert systems:
According to Anyakoha (1987:3) expert systems are software packages aimed at 
providing expert ‘consultancy’ advice and assistance with problem-solving in limited 
specialized fields of science, engineering, mathematics, medicine, education etc through 
computer. They aid people in decision-making, problem solving, diagnosis and learning.
iii. Videotext:
Anyakoha (1987) earlier referred to asserted that an exciting development in 
library automation system is the remote accessing of expert computer systems via 
videotext. Videotext is an interactive system for transmitting text or graphics stored in 
computer databases via the telephone networks, for display on a television screen.
iv. Video-teleconferencing:
This is another associated application with immense potentiality. “Supposing one 
is using a computer and wishes to communicate with a colleague, video-conferencing 
would allow the one to see the colleague in a window on the computer's monitor (screen) 
and vice versa, allowing the person to talk face to face as if in a round table." Botto 
(1993:11). 
vi. Internet:
Another Information and Communication Technologies (ICTs) facility is the 
Internet. This is a worldwide telecommunications network linking millions of computers 
and computer-users globally. In fact, the new information society is characterized by 
information technology revolution whose crowning glory, the electronic superhighway is 
called “the Internet”.
In the words of Alasa and Kelechukwu (1998:1) “the idea of Internet or 
superhighway is based on the principle that every piece of data held electronically
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anywhere is potentially accessible to any person with appropriate computer technology”. 
It is a worldwide collection of networks linked together by the international telephone 
system. To Onwubiko (2001) the Internet “is a conglomerate of computers hooked to 
telecommunication system called telephone and linked to the entire globe”
Onyebinama (2007) averred that the Internet offers a worldwide communication 
capability, a mechanism for information dissemination and a medium for collaboration 
between individuals and their computer without regard for geographical location. The 
Internet as a matter of fact has revolutionized the computer and communication 
worldwide like nothing before.
Ajileye (1996) and Nwosu (2002) refer to the Internet as “the information 
superhighway”. The Internet allows information to flow through many different 
interconnected computer networks. As messages travel, each network that is reached 
contains information that assists in connecting the adjacent network. This influences the 
views of Ibeagwam (2002:49) who says that the Internet is one of the constituencies of 
cyberspace “the world of computers and the society that gathers round it ... all 
information available over the Internet”. There are several windows (information 
networks) through which one gets information. Internet is one of such windows. The 
Internet is a global network of computers connected to share information accessories and 
even software. The Internet is a remote server with unlimited disc spaces for storing all 
the information users have uploaded to it. It is an ocean of information. Every other 
computer connected to it is the client and serves only as a pathway. Thus, the Internet is a 
global network operating with the “client -  server arrangement”.
According to Uzoigwe (2004:29) amongst the facilities offered by the Internet are 
the electronic mail (e-mail) which facilitates the exchange of text messages between users 
who are located worldwide and NEWS, a facility which allows for interaction between 
discussion groups. Other services provided on the Internet via: e-mail are: table of 
content (TOC) services, journal current awareness services, listserver and electronic 
discussion groups which bring people from the same disciplines together. E-mail is a 
common application on networks and has become an increasingly popular method of 
communication especially in a workplace as users communicate quickly and easily with 
one another. It is alsq a convenient means of communicating with other e-mail users,
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while avoiding the high costs or time delays of conventional telephone, fax and postal 
systems (United Nations, 1994).
Most e-mail programmes could allow one to:
Forward mail to another address
Reply to a message directly
Send a message to everyone on a mailing list
Store mail in different electronic folders
Attach documents
Use aliases in place of standard form addresses
Kvebbekke (1998:11-12) has aptly put it that “e-mail is probably the most used 
facility of any electronic network.” The use of e-mail amongst academics plays a 
fundamental role in academic research projects. As with electronic mail, there are several 
news reader programmes all with similar functions and slightly different commands.
One of the advantages of electronic mail is the de-territorialisation or removal of 
distance, which has reduced the whole world to what is popularly referred to as global 
village. It is possible with Internet to send a message from Nigeria to a friend or a relation 
who lives in the United States of America and get the reply almost immediately. This is 
contrary to the conventional mail, which takes days or weeks to arrive. Apart from 
removal of distance, there is reduction of time, which means spontaneity or instantaneity 
in business transaction. Electronic mail ensures that you get your message across in no 
time. Obviously this is considerably time saving and there is the inherent safeguard of 
certain delivery (Lucey, 1997:201). E-mail can be used by researchers to send 
questionnaires across the world. This makes research efforts easy and simple.
Another facility of Internet for information retrieval, dissemination and 
communication is the World Wide Web. It should be noted that the terms ‘Internet and 
World Wide Web’ are used interchangeably but the two are not synonymous. The 
Internet is a network, which connects many smaller networks worldwide. The web is only 
a portion of the Internet. In World Wide Web, users can roam through databases around 
the world starting from a “home-page” similar to a table of content in a book. Access to 
the web is provided by browsers, which are programs that allow users to search for
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information and to vifew documents on the web. Example of browsers includes Lynx, 
Mosaic, Netscape navigator. Mozilla Firefox and Microsoft internet explorer.
The web is not the same as the Internet, nor is it a particular computer program rather 
it is an interface and navigation tool that provides a means of structuring documents and 
relating them to other documents so that maximum use can be made of the Internet.
v. Databases
The presence of information technology in our time has made possible the 
creation of database which is always searched or manipulated through computer. 
Database according to Willitts (1992:4) is “a collection of data which exists for the 
purpose of providing information". Matthew (1999:127) refers to it as “an electronic 
collection of information in a structural format (file) created for searching of specific 
topics”, whereas, Imeraba (1996) sees it as “a collection of records, or units of 
information, normally stored in a computer system.” Or better still, a collection of 
logically related data elements that may be structured in various ways to meet multiple 
processing and retrieval needs of organizations and individuals.
Data in the database is generally structured so that it can be sought for and 
retrieved automatically. Timeliness, accuracy, comprehensiveness and appropriate 
delivery are among the attributes of a database, in retrieving the information required. 
The keywords are organized into specific listing of words and phrases (called thesaurus). 
During an electronic search many databases can be examined from one location in a 
relatively short time. Retrieval of required information from any database (whether on the 
system or in any other storage devices) however, require the use of computer.
Closely related to database is the “portal” which is the electronic collection / 
collation of links, articles or works in related or same discipline / field. However, the 
main difference is that while databases can be stored outside the system (e.g. in CDs or 
Flash disc) a portal can only be stored or accessed via computer.
vi. Compact Disc -  Read Only Memory (CD-ROM):
This is a generic term for permanent unmodifiable Compact Disc use in backing 
storage, a version of high fidelity audio / optical recording disk employed as a ready only 
memory device for computer. CD-ROM is a form of information technology that is
acclaimed for handling of large volumes of data in a flexible manner. It has the ability of
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accessing and storing information from the computer screen, floppy disc or for direct 
printing.
According to Uzoigwe (2004:37) some of the advantages of CD-ROM are: 
“minimal physical storage space requirement; more information at lesser cost; does not 
require telecommunication for access, user friendly, manual driven database system" 
(p37). CD-ROM is ideal for the distribution of computer software, courseware, maps, 
database, reference materials and multimedia. Okoye (2000:140:150) opines that CD - 
ROM is the most useful item that audio- visual librarians make use of in information 
dissemination and research. A CD-ROM of inestimable value is The Essential Electronic 
Agricultural Library (TEEAL). This is an Electronic Agricultural Library on CD-ROM, 
which provides developing countries access to more information on over 140 of the best 
scientific journals affordable only to the developed world.
Ezeani (2004:8) opines that:
the annually updated CD-ROMs contain more than 1.5 million pages of 
literature, diagrams and photographs of the world's best articles in 
agriculture and agriculture related materials. Access to the current journals 
included in TEEAL is improving the quality of research conducted at 
Universities and research centres around the world (p8).
According to Fapohunda (1996:40-41) TEEAL, like any other CD-ROM has two 
operational modes - a search mode and browse mode. There are database on CD-ROM 
containing current information in other fields, e.g. EBSCO Host. DATAD, etc. Other 
databases of interest are AGORA in Agriculture (an initiative of the Food and 
Agricultural Organisation (FAO) of the United Nations. Presently, AGORA has almost 
swallowed up TEEAL because of its higher capacity); H1NAR1 in Health sciences; 
OARE in Environmental sciences; eGranary in almost all fields; MedLine in Medical 
sciences; etc.
Any piece of information - audio, data, photograph and video can be digitized and 
stored on CD. Because of its ability to store large amount of data, CD-ROM is gradually 
taking the place of magnetic disks. Publications on CD-ROM now exist in many forms. 
The most common are encyclopaedias, complete works of Shakespeare, etc. Much 
application software or operating systems are now sold on CD-ROMs as well as floppy 
disks. Ephraim (1991:302) and Ojo - Igbinoba (1998:157-165) have extolled the virtues
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of CD-ROM and highlighted its potentials for researchers in Africa that apart from 
storage space economy, the CD-ROM provides access to information held by important 
databases without laying cables.
Another type of CD available in the market and often used by researchers and 
authors is the Compact-Disc Read and Write (CD-RW). This CD allows future 
modification, deleting or alteration of information stored on it. Hence, a single CD can be 
used as many times as possible. The Digital Video Disc (DVD) which is also a Compact 
Disc type has a higher storage capacity and can be used to store text, graphics and video 
displays.
These and many more are the ways computer can be used in ICT application. 
How then do we access computer?
Access and types of access to computer
Although availability of computer may not necessarily translate to accessibility 
because accessibility has to do with the use of the computer rather than its mere presence. 
Adetimirin (2007) in her study revealed that Nigerian University Students can access 
computer and hence ICT in the university libraries, computer laboratories, school 
cybercafes and commercial cybercafes. She also noted that apart from a highly 
competitive price advantage, commercial cyber cafes use to open for longer periods than 
the university sponsored cybers. This made the students to have access to the ICTs for a 
longer period than would have otherwise been possible.
To her, the accessibility to ICTs will facilitate communication as the world has 
become a global village. It would also lead to access to large amount of information that 
a library cannot provide. Since the global trend is more on access than ownership, he 
maintained that access to ICTs will make more information available to students and staff 
for their various academic tasks.
In that regard, McMahon, J., and others (1999) opined that access to computer 
and ICT would improve learning, expand knowledge through access to various online 
databases, Internet access, email, group discussions and other activities.
However, computers can be accessed by both staff and students via: school (i.e. 
educational institutions), work environment, home, or through government / community 
and parental efforts. With regard to computer accessibility, The Tenafly Board of
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Education, Tenafly, New Jersey, USA, believes that the members of its educational 
community should be able to utilize every possible learning resources to maximize 
achievement and increase the probability for future success; providing students and staff 
with easy access to ‘state of the art' computer technology and opportunities for 
instruction which will foster problem solving ability and the application of critical 
thinking skills. One of the Board mission statements is that Educators should be given 
opportunities to acquire, adapt, and develop materials that incorporate technology into the 
learning process and that the District should utilize technologies effectively to minimize 
the cost of administrative services. To ensure improved productivity and learning, 
therefore, students, faculty and staff are provided with on-going training and appropriate 
resources.
In addition, The Board of Education believes that all students in the Tenafly 
Public School District must develop expertise in using and applying current and emerging 
technologies which include hardware (e.g. computers, satellite, interactive video), 
software, network communications, and information resources, to support lifelong 
learning as these technologies have a tremendous potential to enhance curriculum, 
provide opportunities for individual learners, and enable the community to become a 
partner in the District's educational enterprise. Through the use of technology, students 
can access extensive information resources, participate in global communication and 
utilize powerful tools for creating and learning across the curriculum.
The Board appoints an Officer who will be responsible for: developing a formal 
district-wide process for assessing instructional materials and technology-based tools to 
determine their benefits to the educational process; reviewing and purchasing software; 
ensuring that technology is accessible to and usable by all in the school community, 
bearing in mind the importance of equity among schools; developing and enforcing rules 
of conduct related to the ethical and legal use of technology. In order to ensure that the 
above statement of belief is implemented and remains current, the Board directs the 
Superintendent or his or her designee to develop plans for a formal district-wide process 
for funding the necessary resources (hardware, software, communications, support 
services, subscriptions, training, among others).
The success story of Tenafly Board of Education, New Jersey is therefore an 
example of best practice at computer and hence ICT application in education which is
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worthy of emulation by universities in developing countries. Are there any implications 
(legal, etc.) to computer and hence 1CT accessibility?
Computer and ICT accessibility and legal implications
School sponsored computer networked services should be provided exclusively 
for educational purposes. Educational purposes however, are those that relate to or 
necessitate preparing for or completing lessons or classroom assignments, and, for 
employees, those purposes that relate to job performances. Though, the School ought to 
supports access by staff and students to information sources but should reserves the right 
to limit in-school use to materials appropriate to educational purposes; therefore, the 
School should provide electronic filtering while retaining the right to have personnel 
monitor network activity, in any form necessary, to maintain the integrity of the network 
and insure its proper use. The users of the school computer facilities will adhere to the 
university’s contractual responsibilities as well as Local, State, Federal and International 
laws (Tenafly Board of Education, 2005).
Therefore, users should be prohibited from engaging in the following conduct and 
shall be subject to discipline and/or legal action for such conduct:
• using the computer system for or in support of illegal activities
• using the computer system in a way that violates university policy
• using the computer system to obtain or to transmit obscene materials
• using the computer system to send or display harassing, demeaning offensive 
speech or materials
• using the computer system to violate intellectual property rights
• using the computer system in a way that intentionally disrupts the network or 
the operation of the computer system, or wastes limited resources
• violating copyright laws that adhere to the provision of Public Law
• Illegal copies of copyrighted programs shall not be used on school equipment. 
The legal or insurance protection of the school shall not be extended to 
employees who violate copyright laws
• using others' accounts or giving others access to your account
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• trespassing in others' folders, work or files, employing the network for 
commercial purposes, financial gain, or fraud. Hackers are involved in this 
nefarious act
• posting anonymous messages, gaining or seeking unauthorized access to 
resources, entities, or areas
Individuals violating this policy should be subject to appropriate discipline which 
could include, but not limited to:
1. use of network only under direct supervision; suspension of network 
privileges;
2. revocation of network privileges; suspension from school for students; 
letters of reprimand,
3. increment withholding or loss of employment for employees; and legal 
action and prosecution by the authorities
without liability by the University.
Acceptable Use of Educational Technology Policy, including the Network and 
Internet agreement, should be signed by both the student and the student's 
parent/guardian before access is granted. This agreement will be in effect for the length 
of time that the student is enrolled in the school. Parents may request revocation of 
Internet privileges at any time. The Vice Chancellor should distributes to faculty and staff 
this policy while Faculty and staff sign an agreement stating that they have received the 
Acceptable Use of Educational Technology Policy and promise to adhere to it (Tenafly 
Board of Education, 2005). Notwithstanding the benefits of computer and ICT. there are 
many factors militating against their effective application and / or use.
Constraints to computer and ICT accessibility
The adoption of any learning tool in higher education is dependent on awareness, 
availability and ability to use it. Barraket and Scott (2001) in their study on students’ 
experiences of ICT use in University of Technology, Sydney, Australia highlighted ready 
access to infrastructure, availability of facilities, maintaining and upgrading equipment as 
factors that affect the effective use of ICT. However, McMahon e t  a l . (1999) in their
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study on the factors that influence the way undergraduate students in UK universities use 
computers listed access, training and time as factors.
Impediments to the use of ICT facilities are also traced according to Anunobi 
(2006) to the society / government; university funding body and management; personnel 
and users and the peculiarity of ICT use. From the societal / government angle, Ogunleye 
(1997) pointed out that poor electricity supply, unfavourable government policy, 
lukewarm attitude towards the alleviation of the sufferings of the academic institutions, 
high cost of importation of ICT facilities, and insufficient fund allocation are some of the 
problems that hinder ICT use in Nigerian Universities. This viewpoint is supported by 
Adeyemi (2002). Oketunji, Daniel and Okojie (2002) included lack of 
telecommunication/ telephone facilities and Internet accessibility as constraints in their 
research on the use of ICT facilities in Nigerian Libraries.
Ayo (2001) informed that funds, which could have been used for ICT facilities 
are diverted. Attitude of some university management which are avert to electronics was 
mentioned by Ayo as another constraint. Lack of budget provision for purchase of ICT 
facilities by parent body and management was noted by Shaw (1982) and Chisenga 
(2004). The cost of purchase and maintenance of ICT facilities constituting a problem is 
clarified by Ogunleye (1997), Rubin (1998) and Obajemu e l  a l .  (2004) who informed that 
the use of ICT facilities require funds for the purchase of software and hardware, wiring, 
furniture and training. They also mentioned that accommodation could be a problem 
where new accommodation is required or the old ones modified to house the new 
facilities. Dankwa (2004) also asserted that the use of ICT facilities requires huge sum of 
money as fund is needed for cabling, networking cards, software administration and 
maintenance of file servers. Such money is not usually available for universities.
The impediments associated with personnel involve the unavailability of trained 
technical staff and difficulties in their recruitment. Even when they are recruited.
I
according to Oni (1994), they require orientation on ICT operations. Also, some of those 
trained may leave immediately after their training. Adeyemi (2002) corroborated this 
view when he revealed that apart from the difficulties involved in getting them, the 
mobility rate of system analysts, programmers, engineers and technicians employed in 
universities is high due to poor pay structure. When trained, such staff moves to more 
lucrative areas. Dada (1994) also informed that fear and anxiety hinders ICT skill
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acquisition by staff. Other writers who pointed out the problem of skilled staff and users 
as impediment to the use of ICT facilities include Cisse (2004). Badu (2004) and 
Akintunde (2004).
Again Elly (2003) noted that some of the electronic materials (offline) lend 
themselves only to single use. For instance, Gracia (2004) indicated that The Essential 
Electronic Agriculture Library (TEEAL) database, which is on CD-ROM, is not 
responsive to multiple use required by universities. According to him the cost of 
duplication of such ICT material is high.
Mckee (1996) identified the creation of new workflow and difficulty in taking 
statistics of use of materials in ICT form, fear of incomplete online serials materials, 
preservation and copyright provision difficulties as problems. Furthermore, Line (1996). 
informed that different CD-ROM and Internet portals present themselves through 
different operating systems and search engines, which therefore pose some difficulties in 
their use. Fie maintained that the use of electronic resources is also discouraged by small 
screen, slower process, prolonged scanning and lack of standards for automation. Other 
constraints to the provision of electronic information are the method of system selection 
and acquisition and how it is to be used. However, there will be need for increased 
knowledge of automated systems and electronic communications as well as network 
stations.
Madu and Adeniran (2005:84-85) says that another factor that has seriously 
affected the use of information technology in developing countries like Nigeria is 
political instability. This frequent change in government brings about changes in 
development programmes and policies. These policies affect not only the administration 
but also infrastructures. Some of these infrastructures are very relevant for successful 
implementation of a policy that supports information technology. For instance, the 
availability and use of telecommunication facilities and regular and uninterrupted power 
supply will enhance the use of information technology.
Entsua-Mensah (1998:118-125) sees another problem to the use of ICT in 
universities in African countries as the lack of the necessary organizational infrastructure 
to benefit from Internet access while Alemna (1999:167-170) identified the absence of 
national information policy. Kangulu and Wood (1995:343-358) on the other hand
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identified lack of effective and efficient Government sponsored and supported National 
ICT Coordination Committee.
Jancezewski (1992:187-311) in his opinion says that temperature, humidity and 
sterility are imperatives to the effective operations of electronic equipments in Tropical 
countries like Nigeria. It is true that computers are products of Western civilization, and 
anyone who wants to implement them must be aware of the climatic and cultural 
differences.
Villars (1996:259-272) in his own view enumerated some of the problems of the 
application of new technologies to include: the general lack of a strong conviction of the 
importance of scientific and technological information in all spheres of national 
development. Due to high level of poverty and inadequate basic infrastructure in the 
country, the potential ICT- using population lack what Soyibo, et al. (2002) call “buyer 
power”.
Finally, Akinde (2005) in a related work on ICT application for library 
automation enumerated the following as constraints:
1. Computer system operational problems;
2. High cost of human- hardware - software necessary for ICT deployment;
3. The fast pace of change in technology;
4. Censorship through denial of access to some materials and people via password.
user name, pin, encrypting, encoding and decoding, and so on;
5. Lack of standardization of local databanks and formats;
6. Lack of efficient local software vendors and/or computer contracting agencies and
7. Erratic electric power supply coupled with surges and spikes.
In another work on the possibilities of establishing a functional and sustainable 
virtual library, another application of ICT, Akinde (n.d) identified other constraints to 
include:
• Fear of job loss or staff becoming less important which may lead to 
sabotage of the ICT project;
• Insincere computer and ICT application installers causing “intentional 
breakdowns” in order to make inordinate gains;
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• Problems with computer viruses, worms, macros, spasm, hackings and 
other malware which often cause setbacks and the attendant lags;
• Lack of adequate and/or required staff expertise to manage the ICT 
projects;
• Problems with 'back-ups’ and data loss as a result of system and/or human 
errors and other unauthorized changes to data (whether deliberate or 
accidental);
• “Hangings” and computer system’s slow response time;
• Problems of compatibility between or among versions of hardware, 
operating systems and other software within a particular University and 
between that University and other Universities as to allow for data 
migration, interaction and resource sharing;
• Intellectual property rights issues and problem with legal deposit of some 
digitized work made electronically available in the public domain:
• Deterioration of digital products when expose to hot, humid and dusty 
working environments common in the Tropics;
• Over-reliance on Consultants, System Analysts, System/Computer 
Engineers and Internet Service Providers (ISPs) and unduly mystifying 
technology instead of staff taking initiative to trouble-shoot whenever 
there is problem;
• A not-too-effective ICT Project Implementation Committee which will 
neither be able to provide technological leadership nor articulate a mission 
and/or vision statements that will drive the project and
• Lack of management commitment and lip-service to the ICT Project.
These, among others, are the constraints to computer and ICT accessibility. 
However, since it has been argued from the literature that computer and ICT is so 
beneficial, what then can we do to overcome these constraints in order to harness the 
gains of ICT as a facilitator of teaching, learning and research in FUTO?
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Promoting computer and ICT accessibility in Higher Education
Nothwistanding the impediments to ICT use, many writers are optimistic that 
opportunities abound to improve its use. To improve the use of ICT therefore, Ojedokun 
(2000) suggested cooperation among developing countries in the areas of 
telecommunication industries development and ICT skills. Chesenga (2004) labeled it 
formulation of consortium.
Partnership for Higher Education in Africa (2002) and Cisse (2004) are of the 
view that formulation of Information Technology policies which will regulate tariff on 
ICT software and hardware importation and the use, will be of necessity. The policy 
should also include guidance and encouragement to institutions on the use of ICT 
facilities, also, external support should be sought to develop “information network” 
infrastructure. There is great information in African countries like Nigeria that could be 
used for development if it were appropriately accessed. Government should allocate 
financial resources towards documenting such information.
Development and improvement in the national and regional infrastructures needed 
for the use of ICT was advocated by Raseroka (1999); Shibands (2000) and Obajemu e t  
a l . (2004). These infrastructures include telecommunication facilities and electric power 
supply. Within the university environment, the acquisition and management of fund is 
recommended as one c*f the ways of enhancing the use of ICT facilities. This is necessary 
considering the enormous funds required to acquire, install and maintain ICT facilities in 
the university. Raseroka (1999) informed that government should provide and sustain 
financial support for ICT development to the universities in Africa. She also suggested 
that faculties should allocate a percentage of their budgets for development.
Omekwu (2001) advised that different allocation formula should be used for 
institutions with conventional information resources and those on electronic information 
resources, according to their relevance to the need of the users. Supporting that, 
Partnership for Higher Education in Africa (2002) encourages the provision of ICT 
budget different from the library budget. Obajemu e t  a l .  (2004) proposed increased 
expenditure ratio for the acquisition of non-print and above all. soliciting for grants 
locally and internationally to supplement university vote while external agencies should 
relate aid programmes to scientific and technological information where relevant, with 
emphasis on IT and related services as an integral component of assistance.
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Another internal approach to improved ICT use is training of both staff and users. 
Chesenga (2004) and Akintunde (2004) recommended capacity building on the already 
employed staff and the recruitment of information professionals who are disposed to face 
the challenges of the newly electronically-enabled environment. The training should 
contain principles of maintaining systems, operating and caring for computers, sending 
and receiving e-mails. There should be skills on modern information and communication 
technology, electronic publishing, digital information management and knowledge 
management. Furthermore, they suggested training on management of text, voice and 
graphics found in new media of storage and access. There is also a need for such 
information professionals to be knowledgeable on the ways and means of search engines, 
electronic resources, Internet searching and connectivity, e-mail, software and hardware 
trouble-shooting.
British Library R&D (1993) recommended that in view of the widespread 
ignorance of the availability of the new research tools, libraries in academic and research 
institutions should routinely provide training for users and information providers in 
information access. In other words, the plan to provide and sustain funding followed by 
the provision of infrastructure and other logistics should be accompanied by the training 
of the information providers and consumers.
While Emeghara (2001) advocated that institutions should opt for very cheap, 
open and free library software and source for free online serials, Morino (1998:12) 
proposed changes in library organization to suit the current trend. Raseroka (1999) 
indicated that software and hardware should regularly be maintained and upgraded for 
data interaction, migration and longevity purposes. Tenafly Board of Education (2005) 
maintained that School Authorities should also provide both a comprehensive 
professional development plan for lecturers and administrators and an on-going support 
for the use of technology in education.
Riley, Richard W., a one-time U.S. Secretary of Education in a speech called on 
teachers, students, parents, and business people to build partnerships to advance the use 
of computers and the Internet for learning. Talking further he opined that:
all of our students deserve well-trained teachers, Internet access, and
appropriate educational technology in order to help them learn, to help
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them get to college, and to help them succeed in 21st century jobs. To 
achieve this goal, we need to reach out to the poorest of the poor, which 
means working hard to provide equal access to a quality education. That is 
a key civil right for the 21 st century. (IIP E-Journals, 2000).
In fact, the United States of America’s bold and enviable step in ICT application 
in education is an example worth of emulation by the Nigerian government. This is 
because as U.S. educators and technology experts think about the classroom of the future, 
they see many new tools and possibilities, from e-books that carry literally limitless 
amounts of information to global classroom communities gathering scientific data in joint 
projects.
Furthermore, ensuring that teachers and students in U.S. schools — particularly 
those in rural and economically disadvantaged areas — have access to effective 
technology has been one of the President Clinton administration's major education 
initiatives since 1994. The passage of the Telecommunications Act of 1996 was one of 
the first steps to help accomplish this goal. The act increased access to 
telecommunications by establishing the "E-rate." Also known as the Universal Service 
Fund for Schools and Libraries, the E-rate gives discounts on the cost of 
telecommunications services and equipment to all public and private schools and 
libraries. Since its enactment, the program has provided more than $4,000 million in 
universal service funds — lowering the cost of access to the Internet for schools and 
libraries.
This is confirmed by the study of the E-rate's implementation up to the year 2000. 
carried out by the Urban Institute (a Washington-based research organization), with 
funding from the U.S. Department of Education, It found that 75,000 schools, 13,000 
school districts, and 4,500 library systems have applied for funding under the E-rate 
program to improve telecommunications equipment and services. The Urban Institute's 
analysis found that E-rate targeting works. The neediest schools were getting the most 
funds. According to the study, the poorest schools (those in which half their students 
were eligible for free and reduced-cost lunches) represented only 25 percent of public 
schools but received 60 percent of the funds.
Continuing, Riley (2000) in his earlier speech revealed that:
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...that's only part of the progress. There's been more, as educators and 
policy-makers all over USA have come to the same realization about the 
imperative to incorporate the newest computer and communications 
technologies into the experiences of students. Developed with broad 
input from educators, academic experts, technology developers, and 
state business leaders, the U.S. Department of Education's National Plan 
for Educational Technology focused public, private, state, and local 
attention on educational technology for the first time.
In response, every state (in USA) has developed a plan to integrate the 
use of technology into instructional programs, to develop teacher training in 
these technologies, and to devise financing plans. In addition:
• Between 1993 and 1999, the percentage of classrooms with Internet access grew 
from 3 percent to 65 percent. By the end of the year 2000, 100 percent of schools 
are likely to be connected to the Internet and individual classroom connections 
will continue to increase.
• In 1993, only 19 percent of the nation's poorest schools had Internet access. By 
1999, 90 percent were online.
• The percentage of teachers receiving professional development training in the use 
of information technologies increased from 51 percent in 1994 to 78 percent in 
1998.
With these achievements as a strong foundation, and with the passage of six years 
since the development of the first plan, the USA Department of Education is now 
revising its National Plan for Educational Technology. The use of technology in 
education has catapulted to the forefront of USA national interest, based largely on its 
ever-increasing influence on economic growth, and its potential to transform the teaching 
and learning experience.
According to the Bureau of International Information Programs (IIP), U.S. 
Department of State (2000), the major priorities, in other words, are:
• All students and teachers will have universal access to effective information 
technology in their classrooms, schools, communities, and homes. This is because 
fostering learning anytime and anywhere requires the universal availability of the 
appropriate learning tools.
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• All teachers will effectively use technology. The need for training is ongoing and 
must not only be about how to use technology, but also about how to support 
student learning.
• All students will be technologically literate and responsible cybercitizens. As 
understanding how to locate information, determine its relevance and accuracy, 
and then integrate it with other sources will be an ever-more important skill in a 
rapidly changing world.
• Research, development and evaluation will shape the next generation of 
technology applications for teaching and learning. The incorporation of 
technology into educational programs is not foolproof. It is critical that we know 
which methods are working and which are not as e-learning becomes a greater 
component of the instructional system.
• Education will drive the e-learning economy. The delivery of educational and 
related services over the Internet could well become the next most significant 
innovative application of the Internet, so we must also foster innovation in 
learning techniques.
The Bureau going further opined that information and computer technologies offer 
students multimedia, interactive capabilities, and access to knowledge and expertise 
located far from their classrooms. Hence, it insisted that technology must be an integral 
part of educational reform, but technology alone is not sufficient. Just as important is 
high-quality learning resources and well-trained, dedicated teachers in every classroom. 
Only then can students make the most of the new technologies. (IIP E-Journals, 2000).
Finally, Corbett and Williams (2002) and Nwankuo (2006) asserted that:
• The application of 1CT will better equip the students with ICT knowledge 
necessary for rapid employment and enhance job performance in this prevalent 
information age;
• The application of ICT will improve the quality of education in schools;
• The application of ICT for communication will facilitate information transfer 
between staff and students in schools;
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The application of ICT will help the Schools to produce students with appreciable 
level of practical ICT knowledge and also widened their employment 
opportunities.
Summary
Relevant literature, on the concept and components of ICT, evolution of ICT in 
Nigerian university education, the role of ICT in teaching, learning, and research, the 
place of computer in ICT, access and types of access to computer, computer and ICT 
accessibility and legal implications, constraints to computer and ICT accessibility and 
promoting computer and ICT accessibility in higher education, have been reviewed under 
this section.
However, it should be noted that, presently, there is a dearth of empirical studies 
on access to and use of ICTs by both Nigerian university (teaching and non-teaching) 
staff and (postgraduate and undergraduate) students. It therefore, becomes imperative to 
carry out a study to investigate the scenario in some Nigerian universities and determine 
how computer and hence ICT is accessible to staff including faculty and undergraduates 
and graduate students of these universities. The main thrust of this paper therefore, is to 
investigate the accessibility or otherwise of computer and ICT to the Staff (Academic and 
Non-academic) and Students (Graduate and Undergraduate) of Federal University of 
Technology, Owerri, Nigeria.
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RESEARCH METHODOLOGY
Introduction:
This chapter deals with the procedures and methods that were used in the study. 
By procedures and methods, the researchers mean the manner in which the research was 
carried out. Both primary and secondary sources of data were used in this research. The 
primary data were collected via the instruments while the secondary data were gathered 
from books, journals, past projects and theses, dictionaries, databases and the Internet.
This section therefore, will cover the following: Research design. Population of 
study, Sample size and sampling techniques, Instrument for data collection. Validation of 
Instruments, Procedures for data collection and Method of data analysis.
Research design:
Survey research design was adopted for the purpose of this study. This served as a 
guide for data collection. The use of survey research scheme became necessary because 
of the need, in this work, to intensively study and analyze situations or population's 
characteristics “as they are” without any control or manipulation after which conclusions 
and generalizations are made based on the research findings.
Population of the study:
The target population of this study is the total number of FUTO Students and 
Staff, which is 21,867 and 2,335 respectively (as at December, 2006). This figure is 
arrived at from an official document made available by the Office of the University 
Librarian.
Sample size and sampling techniques:
The sample size was 67% of Staff and 15% of Students while the sampling 
technique was stratified random sampling; the population was first stratified into 
departments / units taking into cognizance the department / unit staff and / or student size, 
after which the questionnaire was administered on both the students and staff randomly 
via the Heads of Department / Unit / Section.
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I
Instrument for data collection:
The main instrument that was used for data collection in this study is the 
questionnaire, which was combined with documentary sources and observation for good 
effect. The choice of questionnaire became necessary because of the fact that it is fast, 
easy and cheap to administer considering the number of respondents, their dispersion, the 
time and financial constraints.
The two types of questionnaires were served on FUTO Students and Staff as 
stated earlier, they contained three sections. Section A was on biographical data while 
Section B dealt with Access, Type of access to computer and the constraints to computer 
accessibility. Section C however, invited suggestions on how to enhance FUTO Students 
and Staff access to computer as we seek to realize an ICT-compliant FUTO. In all, the 
Students’ questionnaire had four (4) unstructured, open-ended questions and seven (7) 
structured, close ended questions while the Staff questionnaire equally had four (4) 
unstructured, open-ended questions and ten (10) structured, close ended questions. This is 
to enable easy collation and empirical analysis. The said questionnaire was developed by 
the researchers from the insight gotten from the review of related literature on access to 
computer and ICT.
Documentary sources like FUTO @ 25; FUTONEWS; Reports, Addresses,
I
Speeches, Minutes of Management meetings, among others were consulted and used to 
collect data on FUTO past initiatives on ICT applications instead of the interview earlier 
proposed.
Validation of instrument:
Validation of instrument is for the purpose of verifying whether a measuring 
instrument measures what it is designed to measure, to validate the said questionnaires 
therefore, the researchers subjected them to several touches and vetting by some experts 
in the field who helped in verifying the exhaustiveness or otherwise of the content in line 
with the research objectives, also, the exercise helped in removing some ambiguities and 
items that might have otherwise been misconstrued.
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Procedure for data collection:
The researchers visited all FUTO academic and non-academic Departments or 
Units to give the questionnaires to the Head of Department / Unit with a cover letter 
appealing to these Heads for assistance in administering the questionnaires to their staff 
and / or students. However, the questionnaires were (normally) collected back at the first 
/ second visit after they were given out.
Method of data analysis:
Descriptive analysis was adopted. Descriptively, data were analyzed using tables, 
simple percentages, and frequency distribution.
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DATA ANALYSIS AND INTERPRETATION OF FINDINGS
Introduction:
This chapter contains the analysis and interpretation of data, which were collected 
via the use of questionnaire from FUTO Staff and Students. While tables were used in the 
presentation of the data, simple percentages, and frequency distribution were employed in 
the analysis of the data. The analysis and interpretation of data were, therefore, grouped 
under three broad headings as follows: Distribution and return rate of instrument, 
Analysis of biodata and Analysis of data on research questions and objectives. The data 
were thus grouped, to allow for easier and clearer presentation.
Distribution and return rate of instrument:
In all, 1,557 copies of the questionnaire were given out to Staff and 3,280 copies 
to Students. Out of the 1,557 questionnaires distributed to Staff, only 494 were retrieved. 
The 494 being 31.73% rate of return and 21.16 % of FUTO Staff population. While 1,642 
copies were duly completed and returned by Students; the 1,642 represented 50.06% rate 
of return and 7.51% of FUTO Students’ population. Thus, subsequent analysis will be 
based on the copies of the questionnaires returned by the respondents.
ANALYSIS OF STAFF DATA
Staffs data will be analyzed as it pertained to their biographical data and research 
objectives.
Analysis of staffs bio-data:
The analysis of bio-data is necessary to find out whether access to computer is a 
function of qualification obtained, rank / designation, sex, age, marital status, job status, 
nature of appointment and work, and parental status.
Hence, Questions 1-10 of the staffs questionnaire will be used in analyzing the 
biographical details of the staff respondents of this study.
Table 1 indicates the qualification obtained to date by FUTO staff.
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T a b l e  I: Q U A L I F I C A T I O N  O B T A I N E D  T O  D A T E
S/N QUALIFICATION FREQUENCY (%)
1 First School Leaving Certificate 7 1.42
2 WASCE,GCE,NEC,NABTEB, etc 81 16.40
3 NTC, OND, NCE, HND, etc. 73 14.78
4 PGD, Bsc, B.A, B. Eng/Tech; B.ed 119 24.09
5 Msc, MBA, M.Eng/Tech; M.Edu, MA, M. 125 25.30
Phil, etc.
6 Ph.D. 41 8.30
7 No response 48 9.72
Total 494 100
In Table 1, a total of 125 or 25.30% of the staff respondents were Master degree 
holders; 119 or 24.09% had either a Bachelor degree or Postgraduate Diploma in various 
field; 81 or 16.40% had Senior Secondary School Certificate or equivalent; 73 or 14.78% 
had Ordinary National Diploma, Higher National Diploma, National Certificate in 
Education, among others while 41 or 8.30% and 7 or 1.42% had Doctorate Degree and 
First School Leaving1 Certificate respectively. However, 48 or 9.72% of the staff 
respondents did not indicate their qualification.
Table II shows the rank or status of the staff respondents. It was found as shown 
in Table II that 127 or 23.18% of the academic staff employed by FUTO participated in 
the study while 309 or 17.29% of the non-academic FUTO staff participated in the study. 
In all, 54 or 17.48% of the non-academic staff representing 10.93% of Staff respondents 
are Secretaries, Computer Analysts, Data Analysts, Typists and Computer Operators 
while 34 or 11.00% of the non-academic staff representing 6.88% of Staff respondents 
are Assistant Registrars. 33 or 25.98% of the academic staff representing 6.68% of Staff 
respondents are Lecturers / Librarians 11 while 30 or 9.71% ot the non-academic staff 
representing 6.07% of Staff respondents are Library Supervisors, Assistants, Attendants 
and/or Porters.
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T a b le  I I :  R A N K  /  D E S I G N A T I O N
S/N R A N K F R E Q U E N C Y T O T A L S % O F  O V E R A L L
A c a d e m ic A C A D E M I C %
1. Professors and UL 9 7.09 1.82
2. Readers, Associate Professors / DUL 8 6.30 1.62
3. Senior Lecturers/ Librarians 19 14.96 3.85
4. Lecturers/ Librarians 1 10 7.87 2.02
5. Lecturers/ Librarians II 33 25.98 6.68
6. Assistant Lecturers/ Librarians 29 22.84 5.87
7. Graduate Assistants 19 14.96 3.85
T ota ls 127 100
N o n -A c a d e m ic % O F  N O N -  
A C A D E M I C
1. Deputy Registrars 5 1.62 1.01
2. Assistant Registrars 34 11 .00 6.88
3. Administrative Officers 15 4.85 3.04
4. Executive Officers 11 3.56 2.23
5. Secretaries / Computer Analysts / Data 54 17.48 10.93
Analysts / Typists / Computer Operators
6. Clerical Supervisors / Officers / 28 9.06 5.67
Assistants
7. Bursar and Accountants 10 3.24 2.02
8. Masters (of the University Staff School 19 6.15 3.85
and FUTO International School)
9. Catering Officers Zr 0.65 0.41
10. Security Officers 6 1.94 1.22
11. Library Officers 16 5.18 3.24
12. Library Supervisors / Assistants / 30 9.71 6.07
Attendants / Porters
13. Medical Doctors / Pharmacists / 5 1.62 1.01
Pharmacy Technicians
14. Nursing Officers / Midwives 8 2.59 1.62
15. Health Assistants / Supervisors 3 0.97 0.61
16. Academic Planning Officers 3 0.97 0.61
17. Technologists 14 4.53 2.83
18. Farm Officers / Supervisors / Agric. 5 1.62 1.01
Superintendents
19. Craftsmen / Foremen / Engineers 13 4.21 2.63
20. Laboratory Attendants 2 0.65 0.41
21. Transport Supervisors / Drivers / 4 1.30 0.81
Mechanics
22. Store Officers / Supervisors 3 0.97 0.61
23. Caretakers / Messengers 9 2.91 1.82
24. Others 10 3.24 2.02
T ota ls 309 100
25. No response 58 58 1 1.74
G r a n d  total 494 100
Furthermore, a total of 29 or 22.84% of the academic staff representing 5.87% of 
Staff respondents are Assistant Lecturers/ Librarians while 28 or 9.06% of the non- 
academic staff representing 5.67% of Staff respondents are Clerical Supervisors /
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Officers and / or Assistants. 19 or 14.96% of the academic staff representing 3.85% of 
Staff respondents are Senior Lecturers/ Librarians and Graduate Assistants while another 
19 or 6.15% of the non-academic staff representing 3.85% of Staff respondents are 
Master from the University Staff (Primary) School and FUTO International (Secondary) 
School. 16 or 5.18% of the non-academic staff representing 3.24% of Staff respondents 
are Library Officers with 15 or 4.85% of the non-academic staff representing 3.04% of 
Staff respondents as Administrative Officers. While 14 or 4.53% of the non-academic 
staff representing 2.83% of Staff respondents are Technologists. 13 or 4.21% of the non- 
academic staff representing 2.63% of Staff respondents are Craftsmen / Foremen and / or 
Engineers.
In addition, 11 or 3.56% of the non-academic staff representing 2.23% of Staff 
respondents are Executive Officers while 10 or 7.87% of the academic staff representing 
2.02% of Staff respondents are Lecturers/ Librarians I. Another 10 or 3.24% of the non- 
academic staff representing 2.02% of Staff respondents are Bursar and Accountants. 
Finally, it is interesting to note that 9 Professors including the University Librarian 
participated in the study.
Table III on the other hand, indicated the sex of the staff respondents.
Table III: SEX (STAFF)
S/N SEX FREQUENCY %
1. MALE 237 47.98
2. FEMALE 249 50.41
3. No response 8 1.62
Total 494 100
It was shown in Table III that 249 or 50.41% of the staff respondents are female 
while 237 or 47.98% of them are male. A total of 8 or 1.62% of them did not reveal their 
sex.
Table IV however, displays the age of the staff respondents as follows:
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T a b le  IV :  A G E  ( S T A F F )
S/N AGE FREQUENCY %
a. 30years and below 92 18.62
b. 31-40years 194 39.27
c. 41-50years 142 28.75
d. 51-65years 50 10.12
e. No response 16 3.24
Total 494 100
From Table IV, it was revealed that 194 or 39.27% of the staff respondents are 
within the 3l-40years age bracket while 142 or 28.75% of the staff respondents are 
within the 41-50years age bracket. 30years and below are 92 or 18.62%; 5l-65years, 50 
or 10.12% and ‘No response’ 16 or 3.24%.
Table V shows the marital status of staff respondents as displayed below:
Table V: MARITAL STATUS (STAFF)
S/N STATUS Ff r e q u e n c y %
1 . Married 347 70.24
ii. Single 119 24.09
iii. Divorced - -
iv. No response 28 5.67
Total 494 100
Table V reveal that a total of 347 or 70.24% of the staff respondents were 
married, 119 or 24.09% single, none admitted to be a divorcee while 28 or 5.67% did not 
give any response to the question probably because they were divorced and are not ready 
to accept the social stigma that goes with it especially, in developing countries like 
Nigeria.
The Job Status of Staff respondents are shown below in Table VI as indicated:
Table VI: JOB STATUS (STAFF)
S/N STATUS FREQUENCY %
a. Full time 449 90.89
b. Part time 14 2.83
c. No response 31 6.28
Total 494 100
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In Table VI, it was shown that 449 or 90.89% of the staff respondents were on full 
time appointment while 14 or 2.83% were on part time. However. 31 or 6.28% for 
reasons best known to them did not indicate their job status.
Table VII displays the nature of the respondents’ appointment as follows: 
Table VII: NATURE OF APPOINTMENT
S/N NATURE FREQUENCY %
1. Tenure 430 87.05
2. Temporary 23 4.66
3. Contract 8 1.62
4. No response 33 6.68
Total 494 100
It was found as displayed in Table VII that 430 or 87.05% of the respondents are 
on tenure appointment; 23 or 4.66% on temporary appointment while 8 or 1.62% are on 
contract appointment. 33 or 6.68% however, gave no response.
Table VIII on the other hand indicated the nature of work of the staff respondents.
Table VIII: NATURE OF WORK
S/N NATURE FREQUENCY %
i. Academics 127 25.71
ii. Administrative / Professional 314 63.56
iii. Technical 43 8.71
iv. Others 10 2.02
Total 494 100
It was revealed in Table VIII that a total of 314 or 63.56% of the staff respondents 
perform Administrative / Professional duties while 127 or 25.71% are academics. 43 or 
8.71% offer Technical services whereas the remaining 10 or 2.02% did not disclose the 
nature of their work.
The result in Table IX revealed the parental status of the staff respondents as 
shown below:
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 IBADAN LIBRARY
T a b le  IX : P A R E N T A L  S T A T U S  O F  S T A F F
S/N STATUS FREQUENCY %
A Parent (of child above I8years) 99 20.04
B Parent (of child under 18years) 226 45.75
C Non parent (no child yet) 148 29.96
D No response 21 4.25
Total 494 100
As revealed in Table IX, a total of 226 or 45.75% of the staff respondents are 
parents of at least a child under 18years; 99 or 20.04% are parents of at least a child 
above 18years; 148 or 29.96% however, have no child yet while 21 or 4.25% gave no 
answer to the question.
Findings:
From the analysis and interpretation of staff respondents biographical details, it 
can therefore be said that majority of the staff respondents are second degree holders, 
administrative / professional staff, female, in the 31-40 years age bracket, married, on full 
time, tenure appointment, and parents of (at least) a child under 1 8 years.
Analysis of data on research questions:
In all, the research had four research questions. The data collected will be analyzed to 
satisfy and answer these questions.
Research Question I:
Do FUTO Staff have access to computer?
Answers to Question 11 of the staffs questionnaire will be analysed to answer 
this research question. Hence, Table X was therefore generated to display staff access to
computer.
Table X: ACCESS TO COMPUTER (STAFF)
S/N RESPONSE FREQUENCY %
1. Yes 482 97.57
2. No 12 2.43
Total 494 100
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Table X discloses that 482 or 97.57% of the staff respondents have access to 
computer while 12 or 2.43% have no access to computer whatsoever.
Findings:
Majority of the staff respondents have access to computer. This is not surprising 
because of the fact that many staff who confessed to be computer illiterate and who 
probably may not have access to computer, refused filling or returning the questionnaire 
administered on them.
Research Question II:
What type of access to computer FUTO Staff has?
This research question is divided into four (do they have access at school, work, 
home and through government / community / parental efforts?) as contained in question 
12 of the Staff questionnaire. Tables XI - XIV were as a result developed.
Table XI: ACCESS AT THE SCHOOL ATTENDED (STAFF)
S/N NATURE FREQUENCY %
(i) Computer training required for partial 170 39.26
fulfillment of the requirements of a course I 
attempted ora  Degree 1 acquired
(ii) Occasional seminar / workshop on 96 22.17
computer skills acquisition organized by the 
school I attended (or 1 am attending)
(iii) The Business Centers operating in the 128 29.56
environment of the school 1 attended (or I 
am attending)
(iv) Past Industrial Attachment / NYSC postings 39 9.01
Total 433 100
From Table XI, 170 or 39.26% of the staff respondents had access to computer at 
the School they attended (or are attending) via computer training required for partial 
fulfillment of the requirements of a course; 128 or 29.56% had access to computer at the 
School they attended (or are attending) via Business Centers operating in the environment 
of the said School. However, 96 or 22.17% maintained that they had access to computer 
while at School via occasional seminar / workshop on computer skills acquisition
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organized by the said School. Finally, 39 or 9.01% had access to computer via past 
Industrial Attachment and / or NYSC postings.
The result displayed in Table XI1 shows the nature of staff access at work.
Table XII: ACCESS AT WORK
S/N NATURE FREQUENCY %
(i) Computers assigned to perform official 149 38.21
duties
(ii) Computers made available in other Sections 90 23.08
of my Department
(iii) Computers made available in other 117 30.00
Departments of FUTO (e.g. The Library, 
Computer centre, ICT centre,
EEE cyber cafe / Energy centre, Etc.)
(iv) Sponsorship (by FUTO) to computer skill 34 8.72
acquisition and capacity building courses 
and conferences
Total 390 100
In Table XII, 149 or 38.21% of the staff respondents had access to computer at 
work in the course of performing their official duties. While 1 17 or 30.00% had access to 
computer at work via computers made available in other Departments of FUTO (e.g. The 
Library, Computer centre, ICT centre, EEE cyber cafe / Energy centre, Etc.), 90 or 
23.08% had access to computers made available in other sections of their Department 
(i.e. computers not found on their tables or in their immediate vicinity). Finally, 34 or 
8.72% remembered that they had access to computer via sponsorship (by FUTO) to 
computer skill acquisition and capacity building courses and conferences.
Table XIII on the other hand, shows staff respondents’ access to computer at 
home as follows:
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Table XIII: ACCESS AT HOME (STAFF)
S/N NATURE FREQUENCY %
0) Personally acquired computer (e.g. mobile and 208 43.15
portable Laptops which gives access mainly to 
the owner)
('0 Neighbours’ computers 15 3.11
(iii) Business Centers in my home environment 178 36.93
(iv) Family computers (e.g. Desktops stationed at 60 12.45
home which provides access to members of the 
family)
(v) Computers placed on rentals 21 4.36
Total 482 100
Table XIII shows a total of 208 or 43.15% staff who revealed that they had access 
to computer at home via personally acquired computers; 178 or 36.93% had access to 
computer at home via Business Centers in their home environment while 60 or 12.45% 
had access to computer at home via family computers (i.e. computers acquired by 
spouses and relations). Finally in this regard, 21 or 4.36% of the staff respondents had 
access to computer at home via computers placed on rentals while 15 or 3.11% had 
access to computer at home via neighbours’ computers.
Table XIV displays the nature of other types of access the staff respondents have 
as follows:
Table XIV: ACCESS VIA GOVERNMENT / COMMUNITY / PARENTAL 
EFFORTS
S/N NATURE FREQUENCY %
(0 Public/ Community Libraries 36 19.57
(ii) Communities’ telecentres or via computers placed 40 21.74
in other public domains
(iii) Sponsorship to computer training by philanthropic 56 30.44
organizations and individuals, NGO, Government 
Agencies (e.g. NUC, ETF, etc.), parents, trade 
unions, etc.
(iv) Gift and donations of computers by Government 52 28.26
Agencies, well-meaning individuals and 
organizations, parents and relations, etc.
Total 184 100
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Table XIV shows that a total of 56 or 30.44% of the staff respondents had access 
to computer via sponsorship to computer training by philanthropic organizations and 
individuals, NGO, Government Agencies (e.g. NUC, ETF, etc.), parents, trade unions, 
and etc. while 52 or 28.26% had access to computer via gift and donations of computers 
by Government Agencies, well-meaning individuals and organizations, parents and 
relations, etc. On the other hand, 40 or 21.74% had access to computers via 
Communities’ telecentres or computers placed in other public domains while 36 or 
19.57% had access to computer via Public / Community Libraries.
Findings:
It was found that majority of the staff respondents had access to computer at home 
via personally acquired computer; Business Centers in their home environment; at School 
attended via computer training required for partial fulfillment of the requirements of a 
course and Business Centers operating in the environment of the School attended (or 
attending); at work via computers assigned to perform official duties (included among 
these are Secretaries, Typists and Computer Operators) and finally, via sponsorship to 
computer training by philanthropic organizations and individuals, NGO, Government 
Agencies (e.g. NUC, ETF, etc.), parents, trade unions, etc.
Research Question III:
What are the various constraints to computer accessibility as perceived by FUTO
Staff?
To satisfy this research quetion, question 13 of the staffs’ questionnaire was 
utilized. Table XV was therefore drawn as a result.
Table XV showed the constraints to computer accessibility as perceived by FUTO 
Staff respondents.
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Table XV: CONSTRAINTS TO COMPUTER ACCESSIBILITY
S/N DESCRIPTION OF CONSTRAINTS FREQUENCY (%)
(a) Low income/ salary level 244 1 1.96
(b) Low exposure and poor educational level 163 7.95
(c) Sex 10 0.49
(d) Age 48 2.34
(e) Lack of personal interest, drive and 176 8.58
motivation
(f) Conservatism and aversion to innovation 107 5.22
(g) Family commitment 118 5.75
(h) Computer hardware and other accessories are 203 9.90
too expensive
(i) Technophobia and lack of self confidence 89 4.34
0) Computer is seen as a threat to tenure and 38 1.85
human resources staffing
(k) High cost o f acquiring computer skills and 186 9.07 '
aptitude by individual staff
(1) Lack of time because of heavy workload 210 10.24
(m) Non - familiarity with new technologies 135 6.58
(n) Worry about porn, theft, fraud and other 49 2.39
crimes perpetrated through computer
(o) Government and FUTO inaction at providing 269 13.12
computers and computer training to staff
(P) Others (please, specify) 6 0.29
Erratic power supply 3 
Lack of maintenance culture 1 
Lack of Internet facilities in 
every department 1 
Misappropriations of funds 
meant for technical innovation 1
Total 2,051 100
The result in Table XV reveals that a total of 269 or 13.12% of the staff 
respondents identified Government and FUTO inaction at providing computers and 
computer training to staff as a constraint to staffs’ computer accessibility while 244 or 
11.96% saw low income / salary level as a constraint. 210 or 10.24% insisted that lack of 
time because of heavy workload is a constraint to their accessing computer. 203 or 9.90% 
on the other hand opined that the high cost of computer hardware and other accessories is 
responsible for their inability to access computer while 186 or 9.07% identified high cost 
of acquiring computer skills and aptitude by individual staff as a constraint.
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However, 176 or 8.58% of them saw lack of personal interest, drive and 
motivation as an hinderance to computer accessibility while 163 or 7.95% maintained 
that low exposure and poor educational level is a constraint to computer accessibility. 135 
or 6.58% revealed non-familiarity with new technologies as another constraint. In 
addition, 118 or 5.75% of the staff respondents which the researchers believed are 
married identified family commitment as a constraint to computer accessibility while 107 
or 5.22% saw conservatism and aversion to innovation also as a constraint.
Findings:
The constraints to computer accessibility as perceived by FUTO Staff 
respondents, among others, are: Government and FUTO inaction at providing computers 
and computer training to staff; low income / salary level; lack of time because of heavy 
workload; high cost of computer hardware and other accessories; high cost of acquiring 
computer skills and aptitude by individual staff; lack of personal interest, drive and 
motivation; low exposure and poor educational level; non-familiarity with new 
technologies; family commitment; conservatism and aversion to innovation; lack of 
maintenance culture and misappropriations of funds meant for technical innovation.
Research Question IV:
How can FUTO Staffs access to computer be enhanced in order to realise an 
ICT-compliant FUTO?
This research question was answered by analyzing the answers to question 14 of 
the Staffs’ questionnaire. Flence, Table XVI was designed as a result.
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Tab e XVI: SUGGESTIONS FROM STAFF RESPONDENTS
S/N ITEMS FREQUENCY %
1. Computerization of all aspects of administrative and 8 2.03
academic activities in FUTO
2. Staff should be given computer in their offices and be 124 31.47
assisted through Soft loans, Private / Public Partnership 
Initiatives, etc. to acquire personal computers
3. Intranet and Internet facilities / services should be 16 4.06
provided free to staff to allow for efficiency in 
administration and to ease communication
4. There should be reward and recognition for staff who 2 0.51
excel in computer operations and applications
5. Computer literacy should be a prerequisite for future 8 2.03
employments and promotions
6. Computer maintenance workshops to promptly take 5 1.27
care of breakdowns and repairs internally should be 
established
7. Transparency of leadership and administrations & Re­ 7 1.78
orientation of Leaders and Staff
8. Creating a functional computer pool, laboratories, etc. 10 2.54
where staff will have free access with a special 
password or pin
9. Computer laboratories in each Department / Unit which 63 15.99
will be accessible to all categories of staff
10. Free, seasonal and mandatory staff 143 36.29
training during work hours and long vacation by
collaborating with private computer training institutes
11. Power supply 8 2.03
Total 394 100
From Table XVI, 143 or 36.29% of staff respondents suggested that there should 
be free, seasonal and mandatory staff training during work hours and long vacation by 
collaborating with private computer training institutes while 124 or 31.47% advised that 
staff should be given computer in their offices and be assisted via Soft loans, Private / 
Public Partnership Initiatives, etc. to acquire personal computers. 63 or 15.99% appealed 
to the management to establish Computer laboratories in each Department / Unit which 
will be accessible to all categories of staff while 16 or 4.06% recommended that Intranet 
and Internet facilities / services should be provided free to staff to allow for efficiency in 
administration and to ease communications.
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I
Finally, 8 or 2.03% of them suggested that of all aspects of administrative and 
academic activities in FUTO should be computerized and that Computer literacy should 
be a prerequisite for future staff employments and promotions while 7 or 1.78% advised 
that there should be transparency of leadership and administrations & re-orientation of 
leaders and staff.
Findings:
The staff respondents suggested, among others, that: there should be free, 
seasonal and mandatory staff training during work hours and long vacation by 
collaborating with private computer training institutes; staff should be given computer in 
their offices and be assisted via Soft loans, Private / Public Partnership Initiatives, etc. to 
acquire personal computers; Computer laboratories should be established in each 
department / unit which will be accessible to all categories of staff; Intranet and Internet 
facilities / services should be provided free to staff to allow for efficiency in 
administration and to ease communications; all aspects of administrative and academic 
activities of FUTO should be computerized; computer literacy should be a prerequisite 
for future staff employments and promotions; transparency of leadership and 
administrations & re-orientation of leaders and staff and that there should be a Computer 
maintenance workshops to promptly take care of breakdowns and repairs internally.
ANALYSIS OF STUDENTS’ DATA
Students’ data will be analyzed as it pertained to their biographical data and 
research questions.
Analysis of Students’ bio-data:
The analysis of bio-data is necessary to find out whether access to computer is a 
function of type of course in view and the level, sex (as male are said to be more 
computer compliant than female), job status (since an employer can provide a computer 
in the office and also because job will give an employed student financial edge over 
unemployed counterparts) and marital status (as spouse may help in procuring a 
computer). Hence, Questions 1-7 of the students’ questionnaire were used in analyzing 
the biographical details of the students' respondents, while the result is displayed in fable
XVII.
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Table XVII: SCHOOL (FACULTY)
S/N OPTION FREQUENCY PERCENTAGE
(%)
1 . SMAT 118 7.19
2. SOSC 278 16.93
3. SOHT 162 9.87
4. SEET 819 49.88
5. SAAT 196 11.94
6. SPGS 37 2.25
7. Pre-degree 5 0.31
8. Anonymous 27 1.64
TOTAL 1,642 100
From Table XVII, it was discovered that 819 or 49.88% o f the students studied were 
from the SEET, while 278 or 16.93% were from SOSC. This is followed by 196 or 
11.94% from SAAT and 162 or 9.87% from SOHT. SMAT, SPGS and Pre-degree had 
118 or 7.19%, 37 or 2.25% and 5 or 0.31 % respectively. However, a total of 27 or 1.64% 
did not state their School / Department.
Table XVI11 shows the level of study of the student respondents as follows:
Table XVIII: LEVEL (if undergraduate)
S/N OPTION FREQUENCY PERCENTAGE
(%)
A 100 187 1 1.89
B 200 252 16.02
C 300 409 26.00
D 400 228 14.50
E 500 387 24.60
F Postgraduate and others 110 6.99
Total 1,573 100
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The result shown in Table XV111 revealed that a total of 409 or 26% of the 
students studied were in 300 Level; 387 or 24.60% in 500 Level; 252 or 16.02% in 200 
Level; 228 or 14.5% in 400 Level; while 187 or 1 1.89% of the Undergraduate Student 
respondents are in 100 Level. However, I 10 or 6.99% of the Student respondents are 
Graduate student respondents including those undergraduates who did not indicate their 
level.
Table XIX shows the sex of student respondents as follows:
Table XIX: SEX (STUDENTS)
S/N OPTION FREQUENCY PERCENTAGE
(%)
A MALE 1,150 70.04
B FEMALE 483 29.42
C No response 9 0.55
Total 1,642 100
According to the result shown in Table XIX, 1,150 or 70.04% of the student 
respondents are male while 483 or 29.42% are female. However, 9 or 0.55% did not state 
their sex.
The result in Table XX shows the job status of the student respondents. 
Table XX: JOB STATUS (STUDENTS)
S/N OPTIONS FREQUENCY PERCENTAGE (%)
A Fully-employed 50 3.05
B Part-time 66 4.02
C Unemployed 1,093 66.57
D No response 433 26.37
Total 1,642 100
In Table XX, it was revealed that 1,093 or 66.57% of the students were unemployed, 
66 or 4.02% were partly employed while 50 or 3.05% were fully employed. However,
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433 or 26.37% gave no response to this question probably because they are not presently 
employed.
Table XXI reveals the marital status of the student respondents as indicated:
Table XXI: MARITAL STATUS
S/N STATUS FREQUENCY PERCENTAGE (%)
1 . Married 33 2.01
2. Single 1,590 96.83
3. No response 19 1.16
Total 1,642 100
As revealed in Table XXI, 1,590 or 96.83% of the students were singles while 33 or 
2.01% of them were married. However, 19 or 1.16 of the student respondents did not 
disclose their marital status possibly because they were not married.
Findings
From the analysis and interpretation of student respondents’ biographical data 
therefore, it can be said that majority of the student respondents for this research were, 
from the School of Engineering and Engineering Technology (SEET) (this is not 
surprising since SEET is the largest School in FUTO), in 300 Level, Male, Unemployed 
and Single.
Analysis of data on research questions:
In all, the research fielded four questions. The data collected was analyzed to answer 
these research questions.
Research Question I:
Do FUTO Students have access to computer?
Question 8 of the students’ questionnaire was analysed to answer this question.
Table XXII displays student respondents accessibility or otherwise to computer.
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Table XXII: ACCESS TO COMPUTER
S/N RESPONSE FREQUENCY %
1. Yes 1,587 96.65
2. No 55 3.35
Total 1,642 100
As displayed in Table XXII, student respondents totaling 1,587 or 96.65% have 
access to computer while 55 or 3.35% of them have no access whatsoever to computer.
Findings:
Majority of the student respondents have access to computer.
Research Question II:
What type of access to computer FUTO Students have?
This research question is divided into three (types of access at school, home, and 
government / community / parental efforts) as contained in questions 9 of the Students 
questionnaire. Tables XXIII - XXVI were as a result developed.
Table XXIII: ACCESS AT THE UNIVERSITY
S/N NATURE OF ACCESS FREQUENCY (%)
(i) Computer training required for partial 440 23.31
fulfillment of the 
requirements of a course
(ii) Occasional seminar / workshop on 157 8.32
computer skills acquisition organized 
by my Department / School
(iii) Business Centers operating in the 989 52.38
School
Environment
(iv) Industrial Attachment / Students Work 301 15.94
Aid Scheme
Total 1,888 100
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From Table XXlll, 989 or 52.38% of the student respondents had access to 
computer at School via Business Centers operating in the School 
environment; 440 or 23.31% had access to computer at School via Computer training 
required for partial fulfillment of the requirements of a course (e.g. CSC 201); 301 or 
15.94% of them had access to computer at School via Industrial Attachment / Students 
Work Aid Scheme undertook in the past while 157 or 8.32% had access to computer at 
School via occasional seminar / workshop on computer skills acquisition organized by 
their Department / School.
Table XXIV shows the nature of computer access the students have at home.
Table XXIV: ACCESS AT HOME
S/NO NATURE OF ACCESS FREQUENCY (%)
(i) Personally acquired computer 463 20.70
(ii) Friends’ and Neighbours’ 173 7.73
computers
(iii) Business Centers in my home 917 40.99
environment
(iv) Parents’ or relatives’ computers 273 12.20
(v) Computer gift by parents and 97 4.34
relatives
(vi) Sponsorship to computer training by 314 14.04
parents and relatives
Total 2,237 100
In Table XXIV, 917 or 40.99% of the student respondents had access to computer 
at home via Business Centers in their home environment; 463 or 20.70% of them had 
access to computer at home via personally acquired computer; however, 314 or 14.04% 
of the students had access to computer at home via sponsorship to computer training by 
parents and relatives; another 273 or 12.20% of them had access to computer at home via 
Parents’ or relatives’ computers while a total of 173 or 7.73% of the student respondents 
had access to computer at home via friends’ and neighbours’ computers. Finally, 97 or 
4.34% of them had access to computer at home via computer gift by parents and 
relatives.
The result in Table XXV indicates the access to computer by student respondents 
gotten through government, community, parental efforts, among others.
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Table XXV:
ACCESS VIA GOVERNMENT / COMMUNITY / PARENTAL EFFORTS
S/NO NATURE OF ACCESS FREQUENCY (%)
G T FUTO library, Public / 269 30.57
Community libraries
GO Sponsorship to computer training 191 21.71
by philanthropic organizations 
and individuals, NGO, 
Government agencies, etc.
Oii) Gift and donations of computers 161 18.30
by government agencies, well- 
meaning individuals and 
organizations, etc.
(iv) Computers placed on rentals 189 21.48
(v) Computers in my workplace 70 7.96
Total 880 100
In Table XXV, 269 or 30.57% of the students had access to computer via FUTO 
library, Public / Community libraries while a total of 191 or 2 1.71 had access to computer 
via sponsorship to computer training by philanthropic organizations and individuals. 
NGO, Government agencies, and others. A total of 189 or 21.48% of them had access to 
computer via computers placed on rentals while an additional 161 or 18.30% of the 
student respondents had access to computer via gifts and donations of computers by 
government agencies, well-meaning individuals and organizations, and such others. 
Flowever, 70 or 7.96% of the students who were either fully or partly employed had 
access to computer in their workplace.
Findings:
Though, majority of the student respondents seems to have access to computer at 
School / Home, such access is provided mainly by the Business Centers / Commercial 
Cyber-cafes operating in the School and in their Home environments, while some on the 
other hand get their computer access through personally acquired systems, parental and 
employers’ efforts and Libraries. FUTO effort in providing access to computer via 
“computer training as a requirement for partial fulfillment of a course (e.g. CSC 201)’’ is 
somehow reasonable but become insignificant when compared with access given by the 
private sector.
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Research Question III:
What are the various constraints to computer accessibility as perceived by FUTO 
Students?
To answer this research question, question 10 of the students' questionnaire was 
analyzed. Table XXVI was therefore drawn as a result.
Table XXVI: CONSTRAINTS TO COMPUTER ACCESSIBILITY
S/N DESCRIPTION OF CONSTRAINTS FREQUENCY (%)
(a) Poverty and low income 809 12.30
(b) Low exposure and educational level 648 9.85
(c) Sex 13 0.20
(d) Age 1 22 0.33
(e) Lack of personal interest, drive and 414 6.30
motivation
(0 Conservatism and aversion to innovation 220 3.35
(g) Computer hardware and other accessories 666 10.13
are too expensive
(h) Technophobia and lack of self confidence 218 3.32
(i) High cost of acquiring computer skills 798 12.14
and aptitude by individual student
G) Lack of time because of heavy workload 842 12.80
(k) Non familiarity with new technologies 464 7.06
(1) Worry about porn, theft, fraud and other 139 2.11
crimes perpetrated through computer
(m) Lack of adequate computers and computer 1,155 17.58
training provided to students by 
Government and FUTO
(n) Computer is seen as a threat to tenure and 72 1.09
human resources staffing
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Others (Please, specify) 96 1.46
- Leaders and Lecturers are not 
computer literate 7
- Computer literacy is not 
emphasized in all courses of 
study in FUTO 12
- Lack of Computer orientation 
as part of School Orientation
for new intakes 12
- Little practical or hands-on 
exposure of Students, even 
those studying Computer 
Science 8
- Inappropriate Computer -  
Students ratio leading to 
overcrowding of facilities
during practical 9
- Erratic power supply 10
1
- Little or no private / public 
initiatives in computer acquisition 4
- Ill-equipped Computer and ICT 
Laboratories and Libraries 24
- Lack of maintenance culture and 
Leaders covetousness in diverting 
the money meant for that purpose 9
- Health hazards from exposures to 
the emissions from computer 1
Total 6, 576 100
Table XXVI displays various constraints to computer accessibility as perceived 
by the student respondents. 1,155 or 17.58% of the student respondents identified lack of 
adequate computers and computer training provided to students by Government and
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FUTO as a constraint to computer accessibility; 842 or 12.80% opined that lack of time 
because of heavy workload is a constraint to students’ computer accessibility; 809 or 
12.30% saw poverty and low income as another constraint to computer accessibility; 798 
or 12.14% maintained that high cost of acquiring computer skills and aptitude by 
individual student is a constraint to computer accessibility; on the other hand 666 or 
10.13% asserted that computer hardware and other accessories are too expensive while 
648 or 9.85% identified low exposure and educational level as factors affecting students’ 
access to computer.
Another 464 or 7.06% of the student respondents stated that their non-familiarity 
with new technologies is an hinderance to their computer access. Furthermore, 414 or 
6.30% opined that lack of personal interest, drive and motivation is responsible for their 
lack of access to computer while 220 or 3.35% maintained that conservatism and 
aversion to innovation is a constraint to computer accessibility. In addition. 218 or 3.32% 
insisted that technophobia and lack of self-confidence can hinder students' access to 
computer while 139 or 2.11% are worried about the pornographies, theft, fraud and other 
crimes perpetrated through computer.
Findings:
The student respondents identified, among others, lack of adequate computers and 
computer training provided to students by Government and FUTO; lack of time because 
of heavy workload; poverty and low income; high cost of acquiring computer skills and 
aptitude by individual student; high cost of computer hardware and other accessories; low 
exposure and educational level; non-familiarity with new technologies; lack ot personal 
interest, drive and motivation; conservatism and aversion to innovation; technophobia 
and lack of self-confidence; worry about the pornographies, theft, fraud and other crimes 
perpetrated through computer; lack of maintenance culture and leaders covetousness in 
diverting the money meant for that purpose, as constraints to computer accessibility.
Research Question IV:
How can FUTO students’ access to computer be enhanced in order to realise an 
ICT-compliant FUTO?
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This research question was answered through question 1 I of the students’ 
questionnaire. Hence table XXVII was as a result designed.
Table XXVII: SUGGESTIONS FROM STUDENTS’ RESPONDENTS
S/N SUGGESTIONS FREQUENCY %
i F re e  a n d  c o m p u l s o r y  c o m p u t e r  t r a i n i n g  a c r o s s  all  l e v e l s  in an 2 3 0 1 5 .47
e n a b l i n g  e n v i r o n m e n t  e s p e c i a l l y  d u r i n g  h o l id a y  a n d  w e e k e n d s  
( N I I T &  o t h e r  c o m p u t e r  t r a i n i n g  in s t i tu te s  c a n  b e  in v i te d )
ii A t  m o s t ,  t w o  s t u d e n t s  p e r  c o m p u t e r  ra t io  d u r i n g  p ra c t ic a l 4 9 3 .3 0
1 iii C o m p u t e r  l a b o r a to r i e s  in e a c h  F U T O  a c a d e m i c  d e p a r t m e n t s  2 2 6 15.13
a n d  /  o r  s c h o o l  a n d  i n te g r a t i o n  o f  c o m p u t e r  a p p r e c i a t i o n  in to  
e v e r y  c o u r s e  /  p r o g r a m m e  ru n  b y  F U T O  a t  all  leve l  o f  s tu d y .
iv C o n s t a n t  p o w e r  s u p p l y  m a d e  p o s s ib l e  b y  s t a n d b y  ( 2 4 h o u r s )  15 1.01
p o w e r  g e n e r a t i n g  p l a n t s
V Q u a l i f i e d  c o m p u t e r  e x p e r t s  s h o u l d  b e  e m p l o y e d ;  w h i l e  78 5 .2 5
c o m p u t e r  l i t e r a c y  s h o u l d  b e  m a d e  c o m p u l s o r y  f o r  all  F U T O  
L e c tu r e r s  a n d  T e c h n o l o g i s t s  a n d  a  r e q u is i t e  f o r  g r a d u a t i n g  
s t u d e n t s
vi F re e  c o m p u t e r ,  c o m p u t e r  s u b s i d y  a n d  c o m p u t e r  lo a n  m a d e  133 8 .9 4
p o s s i b l e  b y  G o v e r n m e n t s ,  N G O ,  C o m p u t e r - m a n u f a c t u r i n g  
c o m p a n i e s ,  O i l  c o m p a n i e s ,  F U T O  C o - o p e r a t i v e ,  S U G ,  P M F ,  
e tc .
vii C o m p u t e r  o r i e n t a t i o n  v i a  s e m in a r s ,  w o r k s h o p s ,  F U T O  p o s t i n g  128 8.61
s t u d e n t s  o n  S I W E S  t o  I C T - c o m p l i a n t  i n d u s t r i e s ,  e tc .
viii M o r e  c o m p u t e r s ,  m o r e  a n d  a f f o r d a b l e  ( p r e f e r a b ly  f ree )  c y b e r  3 8 6 2 5 .9 6
c a f e s ,  e x p a n d e d  e - l i b r a r y ,  f u n c t i o n a l  a n d  a c c e s s i b l e  c o m p u t e r  
l a b o r a to r i e s ,  a l l  l o c a t e d  w i th in  s t u d e n t s ’ p r o x i m i t y  ( A f r i H U B  
c a n  b e  c o n ta c t e d )
ix L e c tu r e r s  s h o u l d  g i v e  m o r e  c o m p u t e r - o r i e n t e d  a s s i g n m e n t s  a n d  5 7 3 .8 3
l e c tu r e s  i n s t e a d  o f  s t a le  n o t e s  ( P r o j e c t s ,  S e m in a r s ,  IT  r e p o r t  
s h o u l d  b e  p r e s e n t e d  in P o w e r P o i n t  S l id e s )
X C S C  201 f o r  i n s t a n c e  a n d  o t h e r  c o m p u t e r  r e la te d  c o u r s e s  113 7 .6 0
s h o u l d  b e  m a d e  m o r e  p r a c t ic a l  o r i e n t e d
xi In t e n s i f y  s e c u r i t y  t o  p r o t e c t  s t u d e n t s  w h o  a r e  c o m p u t e r  o w n e r s  4 0 .2 7
a n d  s e c u r e  t h e i r  c o m p u t e r s  w h i l e  in  s c h o o l
xii O f f i c e r s  s h o u l d  b e  h e ld  a c c o u n t a b l e  f o r  f u n d s  p l a c e d  in th e i r  12 0.81
c u s t o d y  to  s to p  c o r r u p t i o n  a n d  i n e f f i c i e n c y  f r o m  t h o s e  a t  t h e  
t o p
xiii S i t e  v i s i t  t o  o t h e r  S c h o o l s  w h o  h a v e  d i s t i n g u i s h e d  t h e m s e l v e s  11 0 .7 4
in I C T  a p p l i c a t i o n s  e .g .  U N I L A G ,  U N I B E N ,  C o v e n a n t  
U n i v e r s i t y ,  U N E C ,  N A U ,  F e d e r a l  P o l y t e c h n i c ,  N e k e d e ,  e tc .
xiv M o r e  i n d ig e n t  s t u d e n t s  s h o u l d  b e  e n r o l l e d  in t h e  S t u d e n t  w o r k  2 2 1.48
a id  s c h e m e s ,  a l s o  b u r s a r i e s ,  i n v o l v e m e n t s  in p a id  m a n u a l  
l a b o u r  f o r  b u i l d i n g  c o n t r a c t s  a w a r d e d  by  t h e  U n iv e r s i ty ,  e tc .  
s h o u l d  b e  g i v e n  t o  i m p r o v e  s t u d e n t s ’ f in a n c ia l  s t a tu s .  A ls o ,  
B e s t  S t u d e n t ,  B e s t  B e h a v e d  S tu d e n t ,  M o s t  C o m p u t e r  L i te r a te  
S t u d e n t ,  e tc .  c a n  b e  g i v e n  c o m p u t e r  p r iz e s
X V F a u l ty  c o m p u t e r s  s h o u l d  b e  r e p a i r e d ,  o b s o l e t e  o n e s  u p g r a d e d  23 1.55
o r  d i s p o s e d  o f  a n d  t u to r i a l s  o n  c o m p u t e r  p r o g r a m m i n g  a n d  
a p p l i c a t i o n s  s h o u l d  b e  r e v i e w e d  to  r e f le c t  r e c e n t  /  m o d e r n  
t r e n d s
T o ta l 1 ,4 8 7 100
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From Table XXVII, a total of 386 or 25.96% of the student respondents suggested 
that there should be more computers, more and affordable (preferably free) cyber cafes, 
expanded e-Iibrary, functional and accessible computer laboratories, all located within 
students’ proximity while 230 or 15.47% of them advised that there should be free and 
compulsory computer training across all levels, in an enabling environment, especially 
during holiday and weekends. They advised that NUT & other computer training 
institutes can be invited;
A total of 226 or 15.13% of the students appealed passionately to the 
management to establish Computer laboratories in each FUTO academic Departments 
and / or Schools and integration of computer appreciation into every course / programme 
run by FUTO at all levels of study while an additional 133 or 8.94% of the students 
suggested that there should be computer gifts, computer subsidy and computer loan made 
possible to students by Governments, NGOs, Computer-manufacturing companies. Oil 
companies, FUTO Co-operative, SUG, PMF, etc. In addition, 128 or 8.61% of the student 
respondents pleaded for computer orientation via seminars, workshops, FUTO posting 
students on SI WES to ICT-compliant industries, and such other trainings.
Table XXVII also reveals a total of 113 or 7.60% of the student respondents 
advising that CSC 201 for instance and other computer related courses should be made 
more practical oriented.
Findings:
The student respondents suggested, among others, that to enhance students access 
to computer in order to realize an ICT-compliant FUTO, there should be more computers, 
more and affordable (preferably free) cyber cafes, expanded e-library, functional and 
accessible computer laboratories, all located within students’ proximity; free and 
compulsory computer training across all levels, in an enabling environment, especially 
during holiday and weekends; establishment of Computer laboratories in each FUTO 
academic departments and/or school and integration of computer appreciation into every 
course and/or programme run by FUTO at all level of study; computer gifts, computer 
subsidy and computer loan should be given to students by Governments, NGOs, 
Computer-manufacturing companies, Oil companies, FUTO Co-operative, SUG, PMF,
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and others; computer orientation programmes to be organized via seminars, workshops, 
FUTO posting students on SIWES to iCT-compliant industries, and so on; faulty 
computers should be repaired, obsolete ones upgraded or disposed of and tutorials on 
computer programming and applications should be reviewed to reflect current trends and 
that CSC 201 and other computer related courses should be made more practical oriented.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
In this section, the summary of the findings were discussed, conclusions were 
reached based on the findings while recommendations based on the conclusions reached 
were presented. The section concluded with the limitation of the study.
Summary and Discussions:
Following the literature review and the presentation, analyses and interpretation 
of data, it was found that:
Though, majority of the student and staff respondents have access to computer, 
such access is provided by the Business Centres and/or Commercial Cybercafes operating 
in the University and in their home environments, while some, especially staff, get their 
main computer access through personally acquired systems. For some others, their access 
to computer was made possible via computers assigned to perform official duties at work 
and via sponsorship to, computer training by philanthropic organizations and individuals, 
NGO, Government Agencies (e.g. NUC, ETF, etc.), Parents, Trade Unions, Libraries, etc. 
FUTO effort in providing students’ and staff s access to computer via “computer training 
as a requirement for partial fulfilment of a course (e.g. CSC 201)’’ and “computers 
assigned to perform official duties” is somehow reasonable but become insignificant 
when compared with access given by the private sector.
These findings are in line with the study of Adetimirin (2007) who revealed that 
Nigerian university students can access computer and hence ICT in the university 
libraries, computer laboratories, school cyber cafes and commercial cyber cafes while 
Akinde (2005) also opined in her work that computers can be accessed by both students 
and staff via: school (i.e. educational institutions), work environment, home, or through 
government / community and parental efforts.
Furthermore, some of the students and staff studied saw, among others, lack of 
adequate computers and computer training provided to students and staff by FU 10 and 
Government as a constraint to their access to computer and hence ICT. This finding is
related to the finding in the research carried out by Kangulu and Wood (1995:343-358)
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where they identified lack of effective and efficient Government sponsored and supported 
National 1CT Coordination Committee. Anunobi (2006) corroborated this view further, 
while writing on the impediments to the use of 1CT facilities, according to her, these 
impediments are traced to the society and/or government; university funding body and 
management. From the societal and/or government angle, Ogunleye (1997) and Adeyemi 
(2002) pointed out that poor electricity supply, unfavourable government policy, 
lukewarm attitude towards the alleviation of the sufferings of the academic institutions, 
high cost of importation of 1CT facilities, and insufficient fund allocation, according to 
them, are some of the problems that hinder 1CT use in Nigerian Universities. In this 
regard, lack of budget provision for purchase of ICT facilities by parent body and 
management was noted as a constraint by Shaw (1982) and Chisenga (2004) as stated 
earlier in the literature.
Poverty and low income or salary level as a constraint was identified by Soyibo, 
et. al. (2002) when he argued that “because of high level of poverty and inadequate basic 
infrastructure in the country, the potential ICT- using population lack what is called 
“buyer power”.
High cost of computer hardware and other accessories being a constraint is 
pointed out by Rubin (1998), Dankwa (2004) and Obajemu et al. (2004) who informed 
that the use of ICT facilities require huge sum of money for the purchase of software and 
hardware, software administration, wiring, cabling, networking cards, furniture, training, 
maintenance o f file servers, etc. For instance, Gracia (2004) indicated that The Essential 
Electronic Agriculture Library (TEEAL) database, which is on CD-ROM, is not 
responsive to multiple use required by universities. Hence, for Universities to make an 
effective use of this resource it need to be duplicated and the cost of duplication of such 
ICT material, according to him, is high. Such money is not usually available for Nigerian 
Universities.
Conservatism and aversion to innovation as a constraint was suppoited by Ayo 
(2001) who insisted in his study that the attitudes of some university management are 
averse to technology. Related to this constraint is another one highlighted in the work of 
Dada (1994) and also found in this study as technophobia, lack of self-confidence and 
non-familiarity with new technologies; which in other words he termed tear and
anxiety”.
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Misappropriations of funds meant for technical innovation as constraints to 
computer accessibility was mentioned by Ayo (2001) who alleged that funds, which 
could have been used for ICT facilities are diverted by University Managers and 
Administrators.
However, other constraints as identified by the study are lack of time because of 
heavy workload; high cost of acquiring computer skills and aptitude by individual student 
and/or staff; low exposure and educational level; lack of personal interest, drive and 
motivation; family commitment; lack of maintenance culture and worry about the 
pornographies, theft, fraud and other crimes perpetrated through computer.
In addition, respondents to this study, suggested, among others, that to enhance 
students’ and staffs access to computer as we seek to realize an ICT-compliant FUTO, 
there should be more computers, more and affordable (preferably free) cybercafes, 
expanded e-library, functional and accessible computer laboratories, all located within 
students’ and staffs proximity.
Both the student and staff respondents suggested that Computer laboratories 
should be established in each FUTO academic departments and/or school which will be 
accessible to all categories of staff and students which may be made possible, according 
to Raseroka (1999) by faculties allocating certain percentage of their budgets for ICT 
development. Supporting that, Partnership for Higher Education in Africa (2002) 
encourages the provision of ICT budget different from the library budget. Obajemu et al. 
(2004) proposed increased expenditure ratio for the acquisition of non-print and above 
all, soliciting for grants locally and internationally to supplement university vote while 
external agencies should relate aid programmes to scientific and technological 
information where relevant, with emphasis on IT and related services as an integral 
component of assistance.
The respondents also asked for free regular and compulsory computer training 
across all levels, in an enabling environment, especially during work or lecture hours, 
holidays and weekends by collaborating with private computer training institutes while 
qualified computer experts should be employed and computer literacy be made a requisite 
for staff employment and promotion. This was the opinion of Chesenga (2004) and 
Akintunde (2004) when in their study they recommended capacity building on the 
already employed staff and the recruitment of information professionals who are disposed
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to face the challenges of the newly electronically-enabled environment. According to 
them the training should contain principles of maintaining systems, operating and caring 
for computers, sending and receiving e-mails. Also, there should be skills on modern 
information and communication technology, electronic publishing, digital information 
management and knowledge management. Furthermore, they suggested training on 
management of text, voice and graphics found in new media of storage and access. There 
is also a need for such information professionals to be knowledgeable on the ways and 
means of search engines, electronic resources, Internet searching and connectivity, e- 
mail, software and hardware trouble-shooting.
In this regard, British Library R&D (1993) recommended that in view of the 
widespread ignorance of the availability of the new research tools, libraries in academic 
and research institutions should routinely provide training for users and librarians in 
information access. In other words, the plan to provide and sustain funding followed by 
the provision of infrastructure and other logistics should be accompanied by the training 
of the information providers and consumers while the School Authorities should, 
according to Tenafly Board of Education (2005), also provide both a comprehensive 
professional development plan for lecturers and administrators and an on-going support 
for the use of technology in education. This is similar to the suggestions made in this 
study that lecturers should give more computer-oriented assignments and lectures to 
students instead of stale notes; that projects/ theses/dissertation, seminar papers and IT 
reports should be presented in PowerPoint Slides and that computer literacy should be 
made compulsory for all FUTO lecturers and Technologists like in USA where all 
teachers are expected to effectively use technology and where the need for training is 
ongoing and must not only be about how to use technology, but also about how to use it 
to support student learning.
Advising further, the respondents insisted that computer appreciation should be 
integrated into every course or programme run by FUTO at all level of study. This is in 
line with the proposal by the USA Government to every state in USA. that each state 
should develop a plan to integrate the use of technology into instructional programs, to 
develop teacher training in these technologies, and to devise financing plans (US 
Department of States, 2000).
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While student respondents advocated for computer gifts, computer subsidy and 
computer loan by Governments, NGOs, Computer-manufacturing companies, Oil 
companies, FUTO Co-operative, SUG, PMF, among others; staff respondents appealed 
for computers in their offices and that they should be assisted via Soft loans, Private 
and/or Public Partnership Initiatives, and such like to acquire personal computers. This, 
according to Riley, Richard W., (a one time U.S. Secretary of Education), should not be 
seen as asking for too much, this he said in a speech, while calling on teachers, students, 
parents, and business people to build partnerships to advance the use of computers and 
the Internet for learning. To him, all of USA students deserve well-trained teachers, 
Internet access, and appropriate educational technology in order to help them learn, to 
help them get to college, and to help them succeed in 21st century jobs. To achieve this 
goal, therefore, the US Government is poised to reach out to the poorest of the poor, this 
means working hard to provide equal access to a quality education. That is a key civil 
right for the 21 st century. According to the Bureau of International Information Programs 
(IIP), U.S. Department of States (2000), the major priority, in other words, is that all 
students and teachers will have universal access to effective information technology in 
their classrooms, schools, communities, and homes. This is because fostering learning 
anytime and anywhere requires the universal availability of the appropriate learning tools.
Hence, the U.S. Department of Education's National Plan for Educational 
Technology focused public, private, state, and local attention on educational technology 
(IIP E-Journals, 2000), while the use of technology in education has catapulted to the 
forefront of USA national interest, based largely on its ever-increasing influence on 
economic growth, and its potential to transform the teaching and learning experiences 
(US Department of Education, 2000).What a challenge! Little wonder the student 
respondents of this study demanded that computer literacy should be made a requisite for 
graduating students as in the case of USA where all students are expected to be 
technologically literate and responsible cybercitizens. This is because understanding how 
to locate information, determine its relevance and accuracy, and then integrate it with 
other sources will be an ever-more important skill in a rapidly changing world.
However, both student and staff respondents of this study insisted that there 
should be transparency and accountability of leadership and administrations. This was in 
line with the studies carried out by Raseroka (1999): Shibands (2000) and Obajemu et al.
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(2004) where they recommended in addition to these, a good management of fund. 
Talking of re-orientation of leaders and staff Riley (2000) revealed that “educators and 
policy-makers all over USA have come to the same realization about the imperative to 
incorporate the newest computer and communications technologies into the experiences 
of students”. It has been realized that that technology must be an integral part of 
educational reform, but technology alone is not sufficient. Just as important is high- 
quality learning resources and well-trained, dedicated teachers in every classroom as 
mentioned earlier, only then can students make the most of the new technologies.
Raseroka (1999) indicated that software and hardware should regularly be 
maintained and upgraded for data interaction, migration and longevity purposes. This is 
in line with one of the suggestions of staff respondents of this study that there should be 
Computer maintenance workshops to promptly take care of breakdowns and repairs 
internally while student respondents advised that Bad computers should be repaired, 
obsolete ones upgraded and tutorials on computer programming and applications should 
be reviewed to reflect recent trends.
Finally, staff respondents asked for free Intranet and Internet facilities /services, 
to allow for efficiency in administration and to ease communications. They also desired 
to see all aspects of administrative and academic activities of FUTO computerized while 
student respondents suggested that computer orientation programmes should be 
organized via seminars, workshops, FUTO posting students on SI WES to ICT-compliant 
industries, among others; and that CSC 201 and other computer related courses should be 
made more practical oriented. More importantly, we should not forget that education will 
drive the e-learning economy. The delivery of educational and related services through 
computers could well become the next most significant innovative application of ICT; 
hence, we must foster innovation in learning techniques.
Conclusions
Based on the findings of the study, the following conclusions have been reached:
• Majority of the student and staff respondents have access to computer.
• The access is provided by the Business Centres and/or Commercial Cyber 
cafes operating in the School and in their home environments, while some,
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especially staff get their main computer access through personally acquired 
systems. For some others, their access to computer was made possible via 
computers assigned to perform official duties at work and via sponsorship to 
computer training by philanthropic organizations and individuals, NGOs, 
Government Agencies (e.g. NUC, ETF, etc.). Parents. Trade Unions, 
Libraries, etc. FUTO effort at providing students and staff access to computer 
via “computer training as a requirement for partial fulfilment of a course (e.g. 
CSC 201)” and “computers assigned to perform official duties” is somehow 
reasonable but become insignificant when compared with access given by the 
private sector.
Lack of adequate computers and computer training provided to students and 
staff by FUTO and Government; lack of time because of heavy workload; 
poverty and low income or salary level; high cost of acquiring computer skills 
and aptitude by individual student and/or staff; high cost of computer 
hardware and other accessories; low exposure and educational level; non­
familiarity with new technologies; lack of personal interest, drive and 
motivation; conservatism and aversion to innovation; technophobia and lack 
of self -confidence; family commitment; lack of maintenance culture and 
worry about the pornographies, theft, fraud and other crimes perpetrated 
through computer, were identified among others, as constraints to computer 
accessibility.
Respondents to the study, suggested, among others, that: there should be more 
computers, more and affordable (preferably free) cybercafes, expanded e- 
library, functional and accessible computer laboratories, all located within 
students’ and staffs proximity; free, seasonal and compulsory computer 
training across all levels, in an enabling environment, especially during work 
or lecture hours, holidays and weekends by collaborating with private 
computer training institutes; qualified computer experts to be employed; 
Computer laboratories should be established in each FUTO academic 
Department and/or Schools which will be accessible to all categories of staff 
and students and that computer appreciation should be integrated into every 
course/programme run by FUTO at all levels of study; computer gifts.
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computer subsidy and computer loan by Governments, FUTO, NGOs, 
Computer-manufacturing companies, Oil companies, FUTO Co-operative, 
SUG, PMF, among others; free Intranet and Internet facilities and/or services, 
to allow for efficiency in administration and to ease communications; all 
aspects of administrative and academic activities in FUTO computerized; 
computer literacy to be a prerequisite for future staff employments and 
promotions; transparency of leadership and administrations & a re-orientation 
of leaders and staff; computer orientation programmes organized via seminars, 
workshops, FUTO posting students on SIWES to ICT-compliant industries, 
and such others; CSC 201 and other computer related courses should be made 
more practical oriented; computer literacy to be made compulsory for all 
FUTO Lecturers and Technologists and a requirement for graduating students; 
lecturers to give more computer-oriented assignments and lectures to students 
instead of stale notes and that projects/theses/dissertation, seminars, IT reports 
should be presented in PowerPoint Slides; Computer maintenance workshops 
should be established to promptly take care of breakdowns and repairs 
internally while faulty computers should be repaired, obsolete ones upgraded 
or disposed and tutorials on computer programming and applications should 
be reviewed to reflect current trends.
Recommendations
To further enhance the access of FUTO Students and Staff to computer and ICT 
in order to realize an ICT-compliant FUTO, the following recommendations were made 
based on the conclusions of the study:
• FUTO should take steps to strengthen existing ICT related centers like the 
University Computer Centre, MIS, ICT Directorate, EEE Cyber cafe. Energy 
Research Centre, e-Library in the University Library, among others and 
encourage the setting up of new ICT training Units, update and standardize 
curriculum of Computer Science Department. Computer Engineering Department. 
Information Management Department and other IT-related departments; introduce 
new technologies through linkages with global IT firms, develop strong local
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ICT-compliant faculty, and provide students scholarships to study ICT related- 
courses via Public-Private Partnership initiatives.
Teacher/lecturer training should remain a top-priority which should be organized 
to meet the growing demand for qualified teachers in ICT and for upgrading their 
skills regularly. To rapidly build human capacity in ICT, short-term, on-the-job 
and hands-on training programs should be launched. Special ICT center for the 
lecturers should be established and lecturers should use relevant technologies to 
communicate with students in other to enhance ICT access at school.
To ensure maximum utilization of existing facilities, FUTO should collaborate 
with the private sector in conducting training programs during vacations and at 
other times when the facilities are not in use to help prospective students and 
those students on holidays to use their waiting / leisure time profitably.
The Federal Government should introduce mandatory ICT literacy courses for all 
levels of technical and administrative personnel in Federal Universities using 
engineers, scientists, technologists and technicians engaged in these universities. 
Governments and FUTO should also make a special effort to train and induct 
women and people with special needs in ICT use in order to give them equal 
opportunity in the workplace and bridge the digital divide.
FUTO goal should be that by the end of 2009, there should be a core group of ICT 
users and professional trainers in each Department and/or Unit of the Institution, 
who were trained both inside and outside the country.
The nation’s development partners and/or corporate bodies should be utilized as 
training consultancy firms for consistency in transfer of knowledge.
A study should be undertaken and sponsored by the government to determine the 
most appropriate computer to student ratio for adoption at all levels of the 
educational system, since it has been found that providing students with greater 
access to schoolroom computers will facilitate skills development and help 
prepare them for life and work in the digital economy.
After the completion of the study recommended above, The Computers for  
Schools (CFS) Programme should be put in place to explore the feasibility of
governments and private sector organizations “donating” their surplus computers
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for use in universities. It should be remembered that the use of recycled 
computers also provides an opportunity for on-the-job experience for recent IT 
graduates working in specialized refurbishing or training centers. School-based 
computer repair workshops can also be incorporated into the general curriculum 
providing real world skills and entry-level employment opportunities and 
experience for students.
• Another critical component of ICT-enhanced education will be the professional 
training and support of School Heads, and School ICT Managers so that they have 
a greater understanding of ICT and how it can be use both as a classroom tool and 
as educational content. The first phase of the said Professional Development 
Programme will be the training of a group of teachers and school administrators 
who will serve as ICT managers/coaches in their respective Schools/Faculty. An 
intensive training programme, focused on basic computer use and maintenance, 
the use of the Internet and school network, and basic ICT education will then 
follow. Later phases of the Professional Development Programme will seek to 
broaden the number of teachers and administrators who have basic ICT skills and 
to integrate ICT’s into all aspects of the curriculum and educational management 
system in order to develop the ICT-use skills for life-long learning, career and/or 
labour information, interview and recruitment.
• “Student Connections”, a programme of specialized ICT training for company 
Chief Information Officers (CIOs), Policy makers and planners and Senior 
Managers could be developed through FUTO Consult. This programme will help 
senior business people to better understand how ICTs and the Internet can be 
effectively applied as business tools to increase productivity, profitability and 
organizational effectiveness. This programme will also serve as another important 
step in developing local capacity and technological empowerment of the private 
sector which will impact positively on the economy. Specially trained students 
from FUTO could also be seconded to small businesses or non-profit 
organizations to assist with the adoption of ICTs. The companies will benefit 
from increased understanding and better use of ICTs. In return, the students, who 
will be paid for their services, will gain valuable job experience.
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The management of Nigerian Universities should increase the numbers of 
computers and other ICT resources provided in their universities and improve 
computer access in libraries, laboratories and in all other information resource 
centres on their campuses and enhance collaboration with other campuses within 
and outside the nation.
Nothing less than 30% of the budgets should be devoted to technology 
development in the libraries. Besides, some five to ten percent should be set apart 
annually for maintenance of ICT equipment and infrastructure in the university 
libraries. The libraries would also need to subscribe and provide access to more 
online journals, electronic databases, procure CD-ROMs and other electronic 
materials. The intervention of the private sector organizations, philanthropists, 
alumna and other donors could be solicited for this task. However, quality should 
not be compromised in accepting donations. Support could also be obtained from 
some international organizations. Consortium with other academic libraries may 
improve access to electronic resources, cooperation on acquisition and 
cataloguing and other opportunity for resource sharing. Virtual libraries would be 
more viable as databases could be developed. Library resources could be shared 
and accessed by clients of all the libraries in Nigerian universities and globally. 
Users should be personally charged for any unauthorized costs incurred in their 
use of the technology and held responsible for any damages caused by their 
intentional misuse of the data or voice network.
The proposal from Oceanic Bank to provide 200 computers and Internet facility 
through endowment should be vigorously pursued. Also, two or more private 
Internet providers can be allowed to co-exist in the Campus with their activities 
streamlined in such a way that registered students and staff can have one or two 
hours free browsing per week.
Government emphasis on ICT education in both primary and secondary schools 
could also be supported, encouraged, elaborated and furthered. Since this will 
catch them young and serve as a basis for ICT use in higher education.
Local businesses and private sector training organizations should be encoutaged
to offer greater levels of ICT training. Major employers and providers of distance
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learning should work with Government to examine the finance and ICT 
architecture needed for the development of a national life-long-learning (i.e. 
continuing education) ICT model for Nigeria.
• Since Business Centers and Commercial Cybercafes at FUTO get the most 
patronage (for now) from both Students and Staff of FUTO, it is hereby 
recommended that they should be given due recognition by the authority and their 
activities and prices controlled, in other to allow for healthy competition among 
them and a price-advantage on the part of FUTO students and staff.
• Since the present work has to do not only with computers, but also with ICT, it is 
therefore suggested, with regards to electronic backup and documentation, that 
any individual who is responsible for the creation and maintenance of a particular 
part of the University ICT content should also be trained to be responsible for the 
backup of his or her work. This include saving all documents and/or work, so that 
a new staff will be able to seamlessly continue work from where his predecessor 
stops.
• Finally, The University System Administrator should maintain the servers with 
the goal of providing continuous service, constant server-up time and timely 
responses to requests from users. Whenever possible, this Officer will keep the 
servers’ software current, prominently displaying contact information for users, 
roaming the University Web site for broken links and/or pages out of compliance 
with University’s policy and blocking or deactivating such and immediately 
notifying the appropriate authorities concerning any violations and their 
implications on the System. He should also promptly update information on the 
University Web and ensure that the pages present an overall professional quality 
that reflects organization, validity and consistency.
Limitations of the study
This study has some limitations arising from the following constraints:
The researcher encountered no less difficulty in winning the interest and 
commitment of some respondents, especially staff, in promptly filling and returning the 
questionnaire administered on them. Some of the respondents felt that the questionnaire
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was more or less a source of public exposure of their personal secrets and hence 
approached the filling with suspicion. Many who were not computer literate were afraid 
that the outcome of the research will lead to their retrenchment while some bluntly 
refused to fill the questionnaire in spite of persuasions and many visits.
Hence, many of the questionnaire that were given out could not be retrieved on 
the second visit(s) after administration as earlier proposed in the study, a lot of time and 
money were therefore spent in shuttling between the offices and/or classrooms of the 
respondents in order to collect back copies of the questionnaire given out. as a result, 
some copies of the questionnaires could not be filled and/or retrieved while many of the 
questionnaire were declared lost or misplaced by some Heads of Department and/or Unit 
and sometimes the Secretaries and/or the Departmental Administrative Officers (DAOs) 
who were often delegated or assigned to help in the questionnaire administration. 
Though, such lost questionnaires were always replaced but the responses at these second 
attempts were not always encouraging. It was also discovered during sorting and analysis 
that two DAOs and/or Secretaries filled the questionnaires by themselves instead of 
taking the pains of administering them to the actual respondents. Therefore, staff rate of 
return of the questionnaire was low. To boost this low return rate, some questionnaires 
were later administered in the lecture rooms, libraries, lecturers’ personal offices, and 
other venues like the meeting of the Congregation, among others. Friends and family 
members were also mobilized to ensure the success of the questionnaire administration.
While some students were so passionate in their appeal to the management to 
provide more and easy access to computers, others were not in any way polite in their 
(written) language when asked to advice on how to enhance students’ access to computer 
in order to realise an ICT-compliant FUTO. However, the researchers were able to ‘sieve 
the wheat from the tare’ in compiling the student respondents' suggestions. 
Notwithstanding these difficulties, the research was conducted and successfully 
completed.
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APPENDIX
QUESTIONNAIRES
COMPUTER ACCESSIBILITY AMONG THE STUDENTS OF THE FEDERAL 
UNIVERSITY OF TECHNOLOGY, OWERRI (FUTO).
SECTION A: PERSONAL PROFILE
1. Department..........................................................................................
2. School............................................................................................
3. Degree in view (a) B. Tech / B.Sc./B. Eng. ( ) (b) M. Tech / M.Sc. / MBA / M. Eng.( )
(c) PGD ( ) (d) Ph. D ( ) (e) Pre-degree ( )
4. Present level (if undergraduate).............................................................
5. Sex: (a) Male ( ) (b) Female ( )
6. Job status (if any) (a) Fully employed ( ) (b) Part-time ( ) (c) Unemployed ( )
7. Marital status (a) Married ( ) (b) Single ( )
SECTION B - ACCESS TO COMPUTER BY STUDENTS OF FUTO
(Tick as appropriate)
8. Do you have access to computer? (a) Yes ( ) (b) No ( )
9. What type of access do you have to computer?
(a) ACCESS AT SCHOOL
Through:
(i) Computer training required for partial fulfillment of the
requirements of a course ( )
(ii) Occasional seminar / workshop on computer skills
acquisition organized by my Department / School ( )
(iii) Business Centers operating in the School
environment ( )
(iv) Industrial Attachment / Students Work Aid scheme ( )
(b) ACCESS AT HOME
Through:
(i) Personally acquired computer ( )
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(ii) Friends’ and Neighbours’ computers ( )
(iii) Business Centers / Commercial Cyber cafes in my home
environment ( )
(iv) Parents’ or relatives’ computers ( )
(v) Computer gift by parents and relatives ( )
(vi) Sponsorship to computer training by parents and relatives ( )
(c) ACCESS VIA GOVERNMENT / COMMUNITY / EMPLOYERS’ EFFORTS
Through:
(i) FUTO Library, Public / Community libraries ( )
(ii) Sponsorship to computer training by philanthropic organizations
and individuals, NGO, Government agencies, etc. ( )
(iii) Gift and donations of computers by government agencies,
well-meaning individuals and organizations, etc. ( )
(iv) Computers placed on rentals ( )
(v) Computers in my workplace ( )
- CONSTRAINTS TO COMPUTER ACCESSIBILITY
10. Which of the following, in your own opinion, are the constraints to 
computer accessibility by FUTO students? (Tick freely)
(a) Poverty and low income ( )
(b) Low exposure and educational level ( )
(c) Sex ( )
(d) Age ( )
(e) Lack of personal interest, drive and motivation ( )
(f) Conservatism and aversion to innovation ( )
(g) Computer hardware and other accessories are too expensive ( )
(h) Technophobia and lack of self-confidence ( )
(i) High cost of acquiring computer skills and aptitude by 
individual student ( )
(j) Lack of time because of heavy workload ( )
(k) Non familiarity with new technologies ( )
(l) Worry about porn, theft, fraud and other crimes perpetrated 
through computer ( )
(m) Government and FUTO inaction at providing computers and 
computer training to students ( ) 
(n) Computer is seen as a threat to tenure and human resources 
staffing ( )
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(o) Others (Please, specify)
SECTION C 
- SUGGESTIONS
11. Drawing on your experience as a student of FUTO, how can we enhance students’ access to 
computer?.............................................................................................................................................
.............................................................................................................................................Thank you.
COMPUTER ACCESSIBILITY AMONG THE STAFF OF THE FEDERAL UNIVERSITY OF 
TECHNOLOGY, OWERRI (FUTO).
SECTION A: PERSONAL PROFILE
1. Name (Optional).............................................................................
2. Qualification obtained to date..........................................................
i
3. Rank / Designation.........................................................................
4. Sex: (a) Male ( ) (b) Female ( )
5. Age: (a) 30years and below ( ) (b) 31-40years ( )
(c) 41 -  50years ( ) (d) 51 -  65years ( )
6. Marital status: (a) Married ( ) (b) Single ( ) (c) Divorced ( )
7. Job status: (a) Full time ( ) (b) Part time ( )
8. Nature of appointment: (a) Tenure ( ) (b) Temporary ( ) (c) Contract ( )
9. Nature of work: (a) Academic ( ) (b) Administration ( )
(c) Technical ( ) (d) Others (Please, specify)............................
10. Parental Status: (a) Parent (of child above 18years) ( )
(b) Parent (of child under 18years) ( )
(c) Non parent (no child yet) ( )
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SECTION B - ACCESS TO COMPUTER BY STAFF
(Tick as appropriate)
11. Do you have access to computer? (a) Yes ( ) (b) No ( )
12. What type of access do you have to computer?
(a) ACCESS AT SCHOOL
Through:
(i) Computer training required for partial fulfillment of the
requirements of a course I attempted or a Degree I acquired (
(ii) Occasional seminar / workshop on computer skills acquisition organized
by the school I attended (or I am attending) ( )
(iii) The Business Centers operating in the environment of the
school I attended (or I am attending) ( )
(iv) Past Industrial Attachment / NYSC postings ( )
(b) ACCESS AT WORK
Through:
(i) Computers assigned to perform official duties ( )
(ii) Computers made available in other Sections of 
my Department
(iii) Computers made available in other Departments
of FUTO (e.g. The Library, Computer Centre, ICT Centre 
EEE Cybercafe / Energy Centre, Etc.) ( )
(iv) Sponsorship (by FUTO) to computer skill acquisition and 
capacity building courses and conferences ( )
(c) ACCESS AT HOME
Through:
(i) Personally acquired computer ( )
(ii) Neighbours’ computers ( )
(iii) Business Centers in my home environment ( )
(iv) Family computers ( )
(v) Computers placed on rentals ( )
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(d) ACCESS VIA GOVERNMENT / COMMUNITY / PARENTAL EFFORTS
Through:
(i) Public / Community libraries ( )
(ii) Communities’ telecentres or via computers placed in
other public domains ( )
(iii) Sponsorship to computer training by philanthropic
organizations and individuals, NGO, Government 
Agencies (e.g. NUC, ETF, etc ), Parents,
Trade Unions, etc. ( )
(iv) Gift and donations of computers by Government Agencies, 
well-meaning individuals and organizations, parents and 
relations,etc. ( )
- CONSTRAINTS TO COMPUTER ACCESSIBILITY
13. Which of the following, in your own opinion, are the constraints to 
computer accessibility by FUTO staff? (Tick freely)
(a) Low income / salary level ( )
(b) Low exposure and poor educational level ( )
(c) Sex ( )
(d) Age ( )
(e) Lack of personal interest, drive and motivation ( )
(f) Conservatism and aversion to innovation ( )
(g) Family commitment ( )
(h) Computer hardware and other accessories are too expensive ( )
(i) Technophobia and lack of self-confidence ( )
(j) Computer is seen as a threat to tenure and human resources
staffing ( )
(k) High cost of acquiring computer skills and aptitude by
individual staff ( )
(l) Lack of time because of heavy workload ( )
(m) Non - familiarity with new technologies ( )
(n) Worry about porn, theft, fraud and other crimes perpetrated
through computer ( )
(o) Government and FUTO inaction at providing computers and
computer training to staff ( )
(p) Others (please, specify)
UNIVERSITY OF IBADAN LIBRARY
SECTION C
- SUGGESTIONS
I
14. Drawing on your experience as a staff of FUTO, how can we enhance staffs access to 
computer?............... .........................................................................................................
Thank you!
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