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Needs Assessment Study Management Team
Ayodeji Oluleye PHEA-ETI Project Coordinator
Ayotola Aremu
J. Gbenga Adewale Evaluation Team Leader
A. O. U. Onuka
M. N. Odinko
A. Ayeni
Instrument Development
J. Gbenga Adewale
A. O. U. Onuka
M. N. Odinko
Data Collection
J. Gbenga Adewale
A. O. U. Onuka
M. N. Odinko
A. Ayeni
Report Writing
J. Gbenga Adewale
A. O. U. Onuka
M. N. Odinko
A. Ayeni
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List of Acronyms
ICT Information and Communication Technology
PHEA- ETI Partnership for Higher Education in Africa - Educational Technology Initiative
IT Information Technology
UI University of Ibadan
VSAT Very Small Aperture Terminals
LAN Local Area Network
ET Educational Technology
UNESCO United Nations Education Social and Cultural Organization
CD Compaq Disk
EFQEL European Foundation for Quality in E-Iearning
USB Universal Serial Bus
PDA Portable Device Adapter
CD-ROM Compaq Disk - Read Only Memory
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Contents
Needs Assessment Study Management Team 1
List of Acronyms 2
Contents 3
Executive Summary 5
INTRODUCTION 8
Background to the study 8
University ICT Policy Environment 8
Objective of the Study 9
Access to ICT 10
Utilization of ICT 10
Readiness 11
Attitude ~ 13
Research Questions Error! Bookmark not defined.
CHAPTER TWO 15
METHODOLOGY 15
CHAPTER THREE 17
RESULTS AND DiSCUSSiON 17
Introduction 17
Background Information , 17
Research Question One 22
Research Question Two 23
Research Question Three 25
Research Question Four 27
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Research Question Five 27
Research Question Six , : 29
CHAPTER FOUR 31
SUMMARY, CONCLUSION AND RECOMMENDATIONS 31
Summary of Findings 31
Conclusion 32
Recommendations 32
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Executive Summary
1. In enhancing the University ICT policy environment, four on-going Educational
Technology Initiative Projects: (i) Capacity building and Digital Content Development (ii)
Open Courseware for Science and Technology (iii) Table Classroom Teaching in the
General Studies Programme and (iv) Educational Radio and Mobile Phones for Tutorials
in Distance Learning are supported by the Partnership for Higher Education -
Educational Technology Initiative (PHEA-ETI). These initiatives will not be able to achieve
its goals if such question as {how prepared are the staff and students of the university in
the deployment of ICT in teaching, learning and research in the university?' This study
therefore became necessary to assess the needs of students in terms of their access to
ICT, utilization of ICT, competence of students in soft and hardware, ICT readiness,
students' self-efficacy in the use of ICTand students' attitude to ICT use.
2. An 'Evaluation Team' was set up to assess the needs of students and staff on the use of
ICTs which will assist the implementation of the Educational Technology Initiative
Projects. The Team designed three sets of questionnaires, one each for teaching staff,
non-teaching staff and students. The questionnaires were subjected to criticism by the
Team members and other colleagues in the University. Then the questionnaires were
trial tested at the Obafemi Awolowo University (OAU) lIe-lfe, to ascertain its suitability
to the students of UI. The responses from the students in OAU were used to purify the
instruments (questionnaires). They were subjected to internal consistency test and
Cronbach alphas (measure of internal consistency and construct validity) of 0.68, 0.97,
0.93, 0.75, 0.86 and 0.92 were established for competency in software skills,
competency in hardware skills, self-efficacy, readiness and attitude towards the use of
ICT facilities respectively. Some items in the instruments with negative or zero
correlation with other members ofthe scale were deleted.
3. The corrected instruments were transformed to ICT survey platform by the ICT Unit of
the university and sent to students to respond. The response rate was very low and the
process was repeated two more times. At the end of the third attempt, it was agreed to
produce manual copies of the instruments for administration. The Distance Learning
Students in the Faculties of Arts, Education, Science and the Social Sciences were the
first to respond to the instruments (the regular students were away for a two week
vacation then). The regular students especially those in 100 Level were visited after their
GSP examination and the questionnaires were administered to them by research
assistants. The Statistical Package for Social Sciences Version 18 was used to perform
frequency count, percentages, mean and standard deviation.
4. Some of findings of the study are:
i. Students in the twelve Faculties participated in the study; there were more males
than females in the study.
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ii. 'Regular' undergraduate students were more, followed by the students in the
Distance Learning Programme and PG students were the least.
iii. Majority of the respondents used in the survey were 100 Level students. They
were likely to enjoy the ICT policy deployment before graduation.
iv. A significant proportion of students have laptops. Students who did not own a
computer used cyber cafe, departmental computer and PG school computers.
v. Very few respondents could perform eight software tasks (26.7%) out of 30.
Examples of tasks they can perform are creating e-mail attachments, opening e-
mail attachments, etc.
vi. Twenty-two out of 30 software tasks posed greater challenge to majority of the
students. They were not competent in such tasks as creating Power Point slides,
creating animate scheme, printing PowerPoint slides and hand-out, etc.
vii. A significant proportion of the students (29.2%) believed that their lecturers
lacked ICT knowledge.
viii. Majority of the students were very competent in only two hardware tasks like
connecting laptop computer with TV and connecting projectors with laptop.
ix. Where Departments and Faculties have computers, a large proportion of
students stated that the computers are not well maintained.
x. Electricity is identified as a major challenge facing the use of ICT by the students.
xi. A large and significant portion of students at this age of technology concluded
that it is time consuming to learn to use ICTs in teaching and learning.
xii. A very large proportion of students opined that the use of ICTs in learning
increases their achievement, makes classwork management much easier,
increases communication skill among students, encourages students to
participate in classroom activities, etc.
5. It was clear that high proportion of the students used in this survey were drawn from
100 Level, the reason being that these students were enjoying the four on-going
Educational Technology Initiative Projects of the university already listed in Chapter one.
It is therefore imperative to identify areas where they need help in order for them to
optimally benefit from the educational technology initiative projects. The summary of
findings indicates that students and lecturers need help in some software and hardware
manipulations.
6. It was recommended that:
a. Since many students needed help in some software and hardware manipulation,
General Studies Programme (GSP) should mount a course on the use of ICT which will
address all the challenges identified by the students.
b. ICT unit should identify lecturers with deficiencies and organise a training session for
them. A follow up training should also be given to those who participated in previous
ones.
c. The University should procure more computers in readiness for the on-going
educational technology initiative projects.
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d. Although, the University has tried in the area of electricity generation, it is hoped that
this would be improved upon.
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CHAPTER ONE
INTRODUCTION
Background to the study
The University of Ibadan (UI) was founded in 1948. It is the oldest University in Nigeria and with
a total staff complement of 5,800 out of which 1,300 are academic staff and 4,500 are non-
academic staff of junior and senior categories. The university has about 26,000 students across
13 faculties, four institutes and four centres on its roll. About 30% of UI students are
postgraduate students, and more than 30% of the students' population comprises distance
learning students and the rest (almost 40% are regular undergraduate students).
The university is saddled majorly with the responsibility of teaching, researching and
services to environment and world around her. The success of its teaching and learning
activities is dependent on a lot of factors, among which are availability of necessary
infrastructural facilities, power and energy, funding, conducive environment, cooperation
between or among the staff, authorities and students alike. In terms of funding, prior to 1970s,
University of Ibadan enjoys funding from various sources such as federal government,
scholarship from individuals, international donors such as Rockefeller and so on.
From 1970, the university experienced a decline in state funding due to many factors
such as: the simultaneous establishment of several federal universities in the mid to late 1970s;
gradual withdrawal of support by international donors mainly because of the oil boom and
military rule; political instability and inconsistency in government policy; failure to back
pronouncement with funding and devaluation of the Nigerian currency.
University ICT Policy Environment
In her bid to implement her vision to be a world-class institution for academic excellence,
geared towards meeting societal needs, she realized that information and communication
technology (ICT) would played or has to playa major role. So, the Partnership for Higher
Education in Africa - Educational Technology Initiative (PHEA - ETI) gave assistance or assisted
in deploying modern ICT tools and methodologies in the development of teaching and learning
materials; which can be used to enhance teaching and learning.
Prior to the eight or nine years (before 2002), the University of Ibadan could only boost
of CD ROM in her library and majority of academic staff were not aware of what ICTwas. But by
2003, the university had a partnership with the MacArthur Foundation, which resulted in more
than U5$1.5 million of investment in ICT infrastructure and initiatives. The objectives of the ICT
interventions include: improving internal and external communication systems in the
university; developing an efficient staff and student information management system;
establishing a robust ICT architecture to serve as a structural backbone for current and future
needs of the university and improving the level of IT literacy among staff and students.
In order to facilitate the implementation of these ICT initiatives, an ICT unit was
established. The unit has, therefore, developed the infrastructure and overseen the use of ICT
resources in a strategic partnership with functional units of the university to achieve organic
growth in ICT resources deployment and use. The core ICT facility revolves around two very
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small aperture terminals (VSATs) with a combined bandwidth of 2 Mbps / 9Mbps. The
functional units of the university have their individual Local Area Networks (LANs) that are
connected to the university network via the fibre optic and the wireless radio antennae. In the
UI- MacArthur agreement, it was found that in the eight-year investment period, there was an
increase in the number of computer systems from about 200 in 1999 to more than 3000 in
2009.[note 2003 to 2009 is six years].
In the University of Ibadan ICT policy environment document, it is targeted that: there
will be on-line literature access; there will be access to university network; there will be ICT
training amongst many others. There had also been a speedy progress in the university about
procurement of infrastructure for ICT, increase in bandwidth, affordability of the cost of
bandwidth, access to on-line resources and the use of ICTfor administration and staff training.
The University in her ICT policy accepted the development and implementation of
innovative teaching projects by using technology. This led to embrace of an Educational
Technology (ET) Strategy which embeds the significance of use of ICT for productivity and
efficiency within institutional strategy. Towards a better ICT environment, the university plans
to upgrade existing ICT infrastructure and other facilities such as power, water, library and
laboratories, amongst others. To ensure constant power supply, the university procured large
generators to back up the erratic state of power supply and the use of solar power is also eased
some of the power problems. The university water supply system is being upgraded while the
library has been sourcing digital systems for efficient literature searches.
To enhance the university ICT policy environment favourably, there are four Educational
Technology Initiative Projects that are on-going, an9 these are (i) Capacity building and Digital
Content Development (ii) Open Courseware for Science and Technology (iii) Table Classroom
Teaching in the General Studies Programme and (iv) Educational Radio and Mobile Phones for
Tutorials in Distance Education.
Since the university is investing a huge amount of money, and human resources to
achieve the goals of the ICT policy environment, the next question would be how prepared are
the staff and students of the university in the deployment of ICT in teaching, learning and
research. This study therefore became necessary to assess the needs of students in terms of
their access to ICT, utilization of ICT, competence of students in soft and hardware, ICT
readiness, students' self-efficacy in the use of ICTand students' attitude to ICT use.
Objective of the Study
The study was designed to assess the type of attitude and skills needed by the University of
Ibadan students to indicate their readiness in the use of ICT for ·their learning and research.
Specifically, the study examined
i. Students' accessibility to ICT
ii. Competency in the soft and hardware skills
iii. Students' self-efficacy on the use of ICT
iv. Students' readiness in the use of ICTand
v. Students' attitude to the use of ICT
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Access to leT
Information and Communication Technology has been recognized as an indispensable tool in
the academic exercises of students in higher institutions. The use of ICTs in Nigeria and African
countries generally is increasing and dramatically growing. While there is a great deal of
knowledge about how ICTs are being used in developed countries, Belkes-Amics and Chiware
(2006) indicated that there is not much information on how ICTs are being introduced into
schools in developing countries were available. Tella, Tella, Toyobo, Adika and Adeyinka (2007)
established that in the developing countries, there is generally limited access time in the use of
ICTsby both teachers and students and even when there is an access time; less amount of time
is spent with reliable internet access. It should therefore be noted that availability of ICTsvis-a-
vis access in terms of ratio of teachers and students differs significantly. Access to internet and
other ICTs makes learning at home, work place and even in the educational establishments
easily possible. Further, access to Internet makes possible availability of data which is necessary
for research purposes.
Access to internet makes it possible for teaching and learning to be convenient, while a
lot of students can be reached at the same time. Though, Olakulehin (2007) realized that the
infrastructures that are necessary for accessing and deploying an effective ICT platform is
lacking in low-income countries like Nigeria in general and in the University of Ibadan in
particular, access to effective ICT is still being faced with lots of problems such as energy and
electricity. In faculties (such as Education) where there are the electronic boards, such boards
have only been mounted, but are not effectively used because of lack of constant electricity
supply to power the e-boards. Since the boards were, not in use for a long time, the mounted
projectors have been vandalized.
In the work of Tella et al at, it was reported that apart from other forms of ICTs,
respondents did not have access to internet and e-mail facilities and when they had access,
teachers use less of internet and the e-rnail. However, they reported that in terms of frequency
of access where ICT is available, a considerable number of teachers access ICT between 11 - 15
hours per week. It however shows that teachers' access to ICT is relatively high and this implies
that the availability of ICT usually determines its access but this precludes e-mail and internet.
So, if ICTs are available, this will motivate teachers to access them than when they are not
available or available but not in sufficient quantity and quality.
Utilization of leT
Access to ICTs is a determining factor of how it will be utilized. If there is unlimited
access to ICTs, its utilization is likely to be greatly pronounced. There are scanty pieces of
information on the use of ICT by teacher in developing countries. It is relieving however, to note
that In Nigeria, Tella, et al (2007) affirmed that the use of ICTs by teachers in Nigeria is
beginning to gain popularity. There is the realization of the advantages behind the use of ICTs
by the teachers at all levels. So, teachers' use of ICT enable them to demonstrate the
understanding of the opportunities and implications for both learning and teaching in the
curriculum context; plan, implement and manage learning and teaching in open and flexible
learning environment (UNESCO, 2004).
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The utilization of information and communication technologies in the education process
has been divided into two broad categories: ICTs for Education and ICTs in Education.
Olakuleyin (2007) and Tella et al distinguished the first from the second, in that ICTs for
education implies the development of information and communications technology specifically
for teaching and learning purposes, while the ICTs in education involves the adoption of the
general components of information and communication technologies in the process of teaching
and learning.
UNESCO (2004) further categorized the use of computers and other communication
technologies in education into three main categories of: Pedagogy, Training and Continuing
Education. In terms of Pedagogical application of the ICTs, this is highly concerned with more
effective learning and with the support of the various components of ICTs. It should be realized
that almost all subjects, whether Science, Social Science, Arts, Technical and so on can be learnt
with the help of the computers. In fact, the University of Ibadan is noted to have started
developing students in all these spheres of academic endeavours, and the applications of
computer to students learning will be of great advantage. Even in the areas of human medicine
and veterinary medicine, use of computers in teaching and learning is highly relevant.
Emphatically, the pedagogical application of ICTs therefore leads to effective and
efficient learning on the part of the students especially with the aid of computers and other
information and communication technologies. The roles of these ICTs are therefore
complementary because they supplement teachers' efforts at his lecture delivery. Computer
can then be said to be an add-on instrument. Tella (2007) et al said that the pedagogical uses of
the computer necessitate the development, among teachers as well as students, of skills and
attitude that are related to effective use of information and communication technologies.
Cox, Preston and Cox (1999) as reported by Tella et al (2007) examined the factors that
have contributed to the continuous utilization of ICT by experienced ICT teachers in their
teaching. Their evidences were based on literature search, teacher questionnaires, teachers'
reports and interviews. The factors that were found to be most important to these teachers in
their teaching were (i) making the lessons more interesting and easier (ii) more fun for them
and their pupils (iii) more diverse (iv) more motivating for the pupils (v) more enjoyable. There
were other factors, but they are more of personal to the teachers. (vi) improving presentation
of materials (vii) allowing greater access to computers for personal use, (viii) giving more power
to the teacher in the school (ix) giving the teacher more prestige (x) making the teachers'
administration more efficient and (xi) providing professional support through the internet.
Readiness
Information Communication Technology (ICT) is not new but it is now one of the new
ways of improving teaching, learning, lesson delivery, students' academic performance and
even teachers' productivity. Though, the orthodox student -lecturer method of lecture delivery
is still in vogue, application of ICT to lecture delivery is very relevant. It is however, unfortunate
to note that there exists a doubt that universities in the developing nations do not have the
readiness to more forward (Colle, 2005) in using ICTfor lecture delivery. The World Bank (2004)
noted that the e Readiness of African Universities is clearly relevant to the global creation and
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distribution of knowledge - which has been found to be a core challenges in the World's thrust
towards the Millennium Development Goals.
There are five dimensions to the e Readiness in the context of the university. These are:
a) ICT facilities and network access
b) Personnel available to support the design and production of digital materials such as
CDs, web pages, and distance learning (training) packages.
c) Academic programs including field experience opportunities that prepare students
for applying ICT to communication and development.
d) University policies that encourages faculty participation in community outreach
programmes; and
e) A faculty ICT posture - for example, a positive disposition towards the use and
efficacy of ICT in education, teaching and learning (Colle, 2005).
Despite the aforementioned five dimensions above, the European Foundation for
Quality in E-Iearning (EFQEL) affirmed that traditional universities have been more than slow in
integrating ICT in their teaching and learning and there are varieties of reasons for such. Such
reasons are linked to strategic and organizational change issues, technological and budgetary
issue and pedagogical reasons. Though, ICT application to teaching and learning provides
support for it and EFQUEL noted that quality e-Iearning requires institutional change,
continuous introspection, innovation as well as critical awareness of the weakness that have to
be overcome. So far the traditional universities are still stuck to their old paradigms, little or
insufficient effort is made at application of ICT to teaching and learning. This is because the
traditional universities have not realized that thereare profits in fully embedding technology in
the strategy. Some of the benefits are that it will enable the traditional universities to build an
organization that centred on learning and the students relationship, so as to create a
community experiences on the web and to organize research even in a way that is not difficult.
Colle (2005) reported that in one of the African Studies that was conducted, data were
collected from faculty and research staff in five universities in Senegal. It was targeted at
finding out their perceptions about the ICT - enabled outreaches activities that were supported
by their educational institutions. The findings showed that about 60% of university people that
are engaged in outreaches in Senegalese Universities reported that they have strong interest in
applying ICT in their outreach work. This however showed their readiness to make use of ICT in
the conduct of their outreach programme. On the other hand, 50% of the Senegalese sampled
believed that using computers and Internet in outreach programmes would be difficult.
In a study conducted in Denmark on five-year medical students, by Dorup, the study
showed that males were significantly (P<O.OOl) ready and interested in replacing traditional
method of teaching with ICT-supported teaching and learning. So, an average of 46.6% of males
as against 21.88% of females indicated that they would like to replace traditional teaching with
the use of computer. As much as we have number of those that are ready to use ICT, from the
study, there were few percentages of male (3.3%) and female (6.8%) that were not ready to use
ICT in the course of their learning.
Ghana that is known to be one of the African nations that has made giant strides in ICT
has experienced a doubt about their institutions readiness to move forward in the application
of ICT in their teaching and learning process (Colle, 2005). More than 75% in a sample of
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agricultural and technical universities and institutes do not use ICT, but majorities (90%) have
expressed strong interest in using them.
With the use of ICT, teachers can write their lesson plans, prepare necessary materials
for teaching record and also calculate students' grades, communicate with other colleagues. In
fact, Becker, Ravitz and Wing (1999) noted that computers have become a routine tool for
helping teachers to accomplish their professional work. Furthermore, if the ICT is properly used,
it will stimulate the development of higher cognitive skills, deepen learning on the part of the
students and also contribute to the acquisition of the skills that is needed for learning all life
long and for making today's job market better (Tchombe, Maiga, Toure, Mbangwama, Diarra
and Karsenti, 2008 and Boakye and Banini, 2008).
Attitude
Attitude has to do with the way we view the world and even organize our relationships.
Droba (1933) described an attitude as a mental disposition of the human individual to act for or
against a definite object. With respect to Information Communication Technology, the attitude
of both the lecturer and the students varies. Dixon and Siragusa (n.d) in the paper titled
"Attitudes Towards ICT - Based Interaction: A Bachelor of Education case study of 30 Teachers
Education Students in Western Australian University, expressed pleasant behaviour while
interacting with ICT. These were 59% of the samples that agreed that interacting with ICT is
pleasant, while 77% said that interacting with ICTwas helpful. Both pleasant and helpful were
the consistent of attitudes according to Dixon and Siragusa (n.d). The attitudes of the samples
in the study regarding the use of ICTswere comfortable.
In Scotland, there is an increasing awareness of the potential for the use of Information
Communication Technologies in teaching and learning. In Malaysia, Jeffrey, Bahaman, Hayrol
and Musa (2010) observed that there are varieties of benefits that accrue when ICTs are used.
In Nigeria also, it is highly imperative that both teachers and students need to develop positive
attitude towards the use of ICTs. Though, this attitude depends on the individual's degree of
like and dislike towards something. Malaysian leaders had some factors that influenced their
attitude positively towards the usage of ICT in their rural communities. The factors that related
positively with their attitude to ICT usage are: self - efficacy, perceived usefulness,
compatibility, perceived ease of use, job relevance and subjective norm. However, out of all the
above mentioned six factors, it is the self - efficacy that contributed greatly to attitude towards
ICT usage. So, in the Nigerian setting, lecturers should have positive self-efficacy of themselves
which will make possible the usage of ICT for teaching and learning purposes. Comfort, Goje
and Funmilola (2005) in their study in Nigeria realized that job relevance have significant and
positive relationship with attitude towards ICT usage.
Dogoriti (n.d) while writing about Greece, noted that providing schools with computers
and introducing programmes for the utilization of ICT in the educational process is one issue,
ensuring their usage is another and in fact, a more difficult task. He, therefore, advocates that
carrying out a needs assessment should be a logical starting point. English teachers in Greece
(91.3%) have positive attitude towards ICT. For this, they stated that they like using computers
for teaching purposes, feel confident using the internet and are willing to devote their time
online. In fact, 96% of the teachers believed that learning of foreign languages can be more
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entertaining if the internet is used for communication in class and 65% believe that email is a
good way for teachers and students to communicate.
In another study in which about two thousands students from different universities in
Europe participated, these samples reported good skills with different applications. Though, the
highest abilities were with email and word processing with which over 80% students reported
being able to use without help. University students in this sample were aware of the
advantages of leT in applying it to teaching and learning. Their attitude was also positive
towards learning with traditional education methods and it was one that questioned the value
of leT in education. Obviously, with respect to explicit learning purposes, these samples
expressed a stronger preference for traditional education methods than for leT-based method
because students specifically expressed doubts about the quality of the non-human interaction
when there is no face-to-face contact.
In the light of the foregoing, it became imperative to examine the leT needs of the students
of the University of Ibadan, Nigeria, to facilitate the deploying of leTs for teaching, research and
possibly community services.
Research Questions
To addressesthe objectives of the study frontally, the following were posed to effectively guide
exercise:
To what extent do students have access to leTs?
1. What is the level of students' competence in, identified software skills?
2. What is the level of students' competence in identified hardware skills?
3. What is the pattern of students' self-efficacy in the use of leT?
4. To what extent are the students and lecturers ready for leT deployment?
5. What is the pattern of students' attitude towards using leT
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CHAPTER TWO
METHODOLOGY
This evaluation process employs the ex-post facto evaluation research procedure to collect data
on the as the exercise only interested in the events that had already occurred.
Population and Sample
The population consists of students from different Faculties/Institute and Centres of the
University of Ibadan. The multi-stage sampling was used to select the subjects that participated
in the PHEA-ETI/UI need assessment study. The university was clustered along
faculties/academic institutes/centres and departments, types of study (undergraduate, DLSand
PG students). Students in twelve faculties/institutes participated in the needs assessment
study. Subjects were then chosen from each cluster using proportionate to size sampling
technique.
Instrumentation
A five-section needs assessment instrument was developed and critiqued by the evaluation
team. The sections are: Background Information, competency in hard and software skills,
students' self-efficacy, Students and Lecturers' ICT readiness Students' attitude towards ICTs.
Section A - Background information has nine items, some of the items are name of faculty,
department, sex of the respondent, category of programme, students' academic level and age.
Others are types of computers owned by the students and how do those who do not have
computer have access to it.
Section B - Computer Software and Hardware Skills has 42 items. The first 30 dealt with
students' competency in software skills and the remaining 12 items deal with hardware skills.
Examples of the software skills include: creating graphs in MS Excel, creating database in MS
Excel, performing simple calculations in MS Excel, creating database in Access, using Photo
Shop (iphoto), etc. while examples of the hardware skills include: use of projectors / laptop for
presentation, cell phone, photocopier, digital camera, jump or flash drive (USB).
Section C - students' Self Efficacy in the use of ICT has 8 items. Some examples are: having
insufficient knowledge of appropriate software, having wet palms and anxious when using ICT
facilities.
Section D - Students and lectures' ICT readiness has 12 items. The scale describes some of the
constraints in the deployment of ICT in the university, some of the items are: electricity
problem affects regular use of ICT facilities, absence of computer laboratory does not help
students learning of the use of ICT and t is time consuming to learn to use ICTs in teaching and
learning.
Section E - Students Attitude to ICT use has 16 items which describe students' disposition to
the use of ICT. Some of the items in the scale are: the use of ICTs in learning increases students'
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achievement, it makes classroom management much easier, it increase communication skills
among students, encourages students to participate in classroom activities and reduces the use
of traditional teaching media (whiteboard etc.).
The questionnaires were subjected to criticism by the Team members and other colleagues in
the University. Then the questionnaires were trial tested at the Obafemi Awolowo University
(OAU) lIe-lfe, to ascertain its suitability for use by the students of UI. The responses from the
students in OAU were used to purify the instruments (questionnaires). They were subjected to
internal consistency test using Cronbach alpha (a measure of internal consistency and construct
validity). The following values were obtained.
Section Description No of items Cronbach a
A Background Information (e.g. access to computer) 6 0.682
BI Students' competency in software skills 30 0.969
BII Students' competency in hardware skills 12 0.933
C students' self-efficacy 8 0.749
D Students and Lecturers' ICT readiness 12 0.855
E Students' attitude towards ICTs 16 0.916
Some items in the instruments were corrected for lack correlation with other members of the
scale. Items with less than correlation coefficient 0.3 with the rest of the items were deleted.
Data Collection Strategy
The corrected instruments were transformed to ICT survey platform by the ICT Unit of the
university and sent to students to respond. The response rate was very low and the process was
repeated two more times. At the end of the third 'attempt, it was agreed to produce manual
copies of the instruments for administration. The Distance Learning Students in the Faculties of
Arts, Education, Science and the Social Sciences were the first to respond to the instruments
(the regular students were away for a two week vacation then). The regular students especially
those in 100 Level were visited after their GSP examination and the questionnaires were
administered to them by research assistants ..
Data Analysis
The Statistical Package for Social Sciences Version 18 was used to perform frequency count,
percentages, mean and standard deviation.
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CHAPTER THREE
RESULTS AND DISCUSSION
Introduction
This chapter focuses on the discussion of results obtained from the
survey. The chapter is divided sections as guided by the six research questions.
Background Information
Table 1 presents the frequency distribution of sampled students in each faculty. The number of
students in each faculty as presented in the table was not disarticulated by type of programme
and levels.
Table 1. Frequency Distribution of Sampled Students in each Faculty
Faculty Frequency Percent
Science 291 17.2
Education 347 20.5
Art 164 9.7
Institute of Education 12 0.7
Agriculture and Forestry 146 8.6
Law 88 5.2
Vet Medicine 101 6.0
Social science 292 17.3
Public Health 20 1.2
Basic Medical Science 87 5.1
Pharmacy 30 1.8
Technology 114 6.7
Total 1692 100.0
The result from the above table shows that twelve faculties participated in the PHEA-ETI need
assessment survey, the Faculty of Education had the largest number of students (347) i.e.
20.5%, probably because the Faculty of Education had the largest segment of study sample
from which the data was collected especially when the Distance Learning students were added
to the list. This followed by the Social Sciences (292) giving 17.3% and Science (17.2%) while the
Institute of Education had the smallest frequency (12) implying 0.7%. The Institute had the least
segment of the study sample because it is basically a research base institute focuses only on
post graduate students. In addition, it has only one academic department (International Centre
for Educational Evaluation) under it. The information is represented graphically in Fig. 1
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./ I
l;.
Technology 114
Pharmacy _=30
Basic Medical Science 8.j.20
Public Health
Social science 232
Vet Medicine I"~ 101
I,
Law ':;.;.:11' 81
Agriculture and Forestry 46
Institute of Education 11112
Art II. 164
Education 47
Science If:' ./ ./ ./ 214 J
i> ./ ./ J ./
o 50 100 150 2bO 250 300 350
Fig. Sample distribution according to Faculties
The Departmental sampling did not account for all the departments in the university; a
representative sample of departments was used in the study. Table 2 presents the number of
students selected in each of the sampled departments.
Table 2 Frequency Distribution of Sampled Students by Departments
Department Frequency Percent
Statistics 129 7.6
Guidance and Counselling 67 4.0
Educational Management 34 2.0
Comm. & Language Art 117 6.9,
English 24 1.4
Mathematics 1 ,1
Teachers Education 117 6.9
LARIS 30 1.8
Institute of Education 12 .7
Special Education 22 1.3
Adult Education 45 2.7
Human Kinetics & Health 32 1.9
Education
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Agriculture 108 6.4
Wildlife and Ecosystem 13 .8
Forestry 7 .4
Forest Resources and 13 .8
Management
Agricultural Economics 1 .1
Fisheries and Aquaculture 4 .2
Law '88 5.2
Vet Medicine 101 6.0
Economics 65 3.8
Geography 70 4.1
Political Science 17 1.0
Sociology 80 4.7
Linguistics 20 1.2
Archaeology 3 .2
Psychology 137 8.1
Human Nutrition 20 1.2
MBBS 14 .8
Medicine and Surgery 20 1.2
Physiotherapy 10 .6
Biochemistry 5 .3
Physiology 10 .6
Pharmacy 24 1.4
Pharmacology 6 .4
Computer Science 84 5.0
Dentistry 20 1.2
Zoology 8 .5
Food Technology 14 .8
Mechanical Engineering 21 1.2
Petroleum Engineering 19 1.1
Agricultural Engineering 16 .9
Civil Engineering 21 1.2
Electric Electronic 20 1.2
Wood Production 3 .2
Total 1692 100.0
Forty six departments were sampled in the study; the Department of Psychology had the
highest respondents (8.1%), followed by Statistics Department (7.6%) probably because there
are many students in these Departments than the rest of the departments. Department of
Wood production Technology had the least number of respondents (0.2%).
Table 3 Frequency Distribution of Gender
Gender Frequency Percent
Male 887 52.4
Female 803 47.5
Total 1692 100.0
The compartmentalisation of the gender of the respondents show that male beneficiaries
constituted 52.4% of the sample, while females in the sample were 47.5%. As at 2009/2010, the
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gender distribution in the University of Ibadan was male 59.5% and female 40.5%. Although,
there more male respondents than there were female students used in the study, the selection
was in favour of fen:!~~~~Ib~!.<?r~_~!i.<?n is presented I Fig. 2 .
Fig.2 Gender Distribution
Table 4 Frequency Distribution of Sampled Students in each Category of Programmes
Category of programme Frequency Percent
Post graduate 106 6.3
Undergraduate 1294 76.5
Distance Learning Programme 292 17.3
Total 1692 100.0
'Regular' undergraduate students formed the greater majority of those sampled representing
76.5%, followed by Distance- Learning undergraduate [17.3%] while the post graduate student
constituted only 6.3%. The implication is that the 'regular' undergraduate students were readily
available for the survey. The information presented in Fig. 3.
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Fig.3 Categoriesof Programme
Table 5 Frequency Distribution of Students Level
Level Frequency Percent
100 774 45.8
200 407 24.1
300 243 14.4
400 152 9.0
500 12 0.7
700 104 6.1
Total 1692 100.0
The subjects used in the study spread through one hundred level to seven hundred level, but
the one hundred level student formed the bulk of the subjects used for the study (45.8%)
because the impact of the evaluation would be felt by these cohort of respondents, while five
hundred level students had the smallest number of participants of only 0.7% because they are
in their final year.
Table 6 Frequency Distribution of Students' Age
Age Frequency Percent
Lessthan 16 years 6 .4
17 - 20years 858 50·.7
21 - 24years 297 17.6
25 - 28years 251 14.8
29 - 32 years 119 7.0
More than 32 years 159 9.4
A greater proportion of the subjects were between the ages of 17 and 20 years, followed by
those in the age bracket of 21 - 24 years, while those whose ages were less than 16 years were
just 0.4% of the respondents. This might be because one of the criteria for admission to the
Nigerian University system is that students should not be less than 16 years of age.
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Table 7 Ownership and Type of Computer
No response Yes No
7. Do you own a computer 112 (6.6) 1547 (91.4) 33 (2.0)
Majority of the students [91.4%] claimed they own computers while only 2.0% of them agreed
that they do not possess anyone at all.
Table 7 Type of Computer Owned
If yes which type Yes
Desktop 118 (7.0)*
Laptop 559 (33.0)
Desktop & Laptop 71 (4.2)
Desktop & iPod 3 (.2)
Laptop & iPod 31 (1.8)
Desktop, Laptop & iPod 8 (.5)
No response 902 (53.3)
* Figures in parenthesis are in percentages
Students own various types of computers ranging from Desktop computers, (7.0%), Laptop
computers (33.0%) while others such combination of two types constituted somell%, a greater
number of the student who have a computer systems own laptop computers than other types.
This might be because of convenience, function-ability and least costly compare to i-pod
machines. Also, the quest for laptop could also be attributed to accessibility and durability. A
very high proportion of the respondents did not indicate which type of the computer they
owned. This might mean that they did not actually own a computer, but it may be possible for
them to have access to computer somehow?
Research Question One
To what extent do students have access to ICTs?
Table 8 Accessibility to Computer
How do you have access to leT Yes No M SD
Have access to computer in the cyber cafe 908 (53.7) 784 (46.3) .54 .499
Have access to computer in the department 66 (3.9) 1626 (96.1) .04 .194
Have access to computer in the postgraduate 74 (4.4) 1618 (95.6) .04 .205
school
Have access to computer in the house 335 (19.8) 1357 (80.2) .20 .399
Have access to computer in the leT building 116 (6.9) 1576 (93.1) .07 .253
Have access to computer in the library 75 (4.4) 1617 (95.6) .04 .206
It is not compulsory that students should own a computer but should be able to have access to
it any time s/he wants to make use of it. More than half (53.7%) of students have access to ICT
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from a cyber cafe, while 46.3% make provision for themselves. It can thus be explained that
students who did not have computer made use of computer in the cyber cafe and most of the
students who have computer still spent more time in accessing the net outside their own
computers probably because they do not have mobile internet modem. Only 3.9% have access
to computers in their departments. Only 4.4% post graduate students had access and use ICT
facilities in the post graduate school probably because there are few postgraduate students in
the sample.
Almost one-fifth of the respondents (19.8%) claimed to have used ICT facilities in their
homes; while the vast majority of them denied the use of ICT facilities at home. It is likely that
the respondents felt that the use of ICT facilities in the home means the use of a stationary
computer dedicated to a table in a computer room in their homes. Only 116 students [6.9%]
use the computers in the ICT building, this might be as a result of distance of the building to
some of the Faculties than perhaps Arts and Education. Only 4.4% of students use ICT facilities
in the library, this could be due to network failure which often occur or that majority of the
students were possibly not comfortable with library rules or because they use your personal
computer to access the net through their personal modems or because the network functions
better elsewhere than the library.
Research Question Two
What is the level of students' competence in identified software skills?
The degree of competency of participants with respect to the types of task they accomplish
with the aid of a computer formed the unit of analysis. These tasks were divided into 30 items
placed beside the level of competency. This was grouped into four and they include very
competent, competent, not very competent and needs help. Frequency count and percentages
were used in answering the research question.
Table 9 Students' Competence in identified Software Skills
SIN Type of Task Degree of Competence Mean STD
No Very Competen Not Very Needs Help
Respons competent t Competent
e
1 Creating e-mail attachments 68 (4) 571 (33.7%) 545 (32.2) 293 (17.3) 215 (12.7) 2.79 1.156
2 Opening e-rnail attachments 56 (3.3) 689 (40.7%) 567 (33.5) 212 (12.5) 168 (9.9) 2.98 1.108
3 Using web browsers 17 (1.0) 71 (4.2) 135 (8.0) 536 (31.7) .933 (55.1) 3.36 .873
4 Conducting Online searches 36(2.1) 794(46.9) 523(30.9) 191(11.3) 148(8.7) 3.12 1.054
5 Creating Power Point slides 58(3.4) 279(16.5) 326(19.3) 571(33.7) 458(27.1) 2.18 1.108
6 Creating animate scheme 53(3.1) 194(11.5) 261(15.4) 600(35.5) 584(34.5) 1.98 1.041
7 Creating design scheme 51(3.0) 191(11.3) 329(19.4) 515(30.4) 606(35.8) 2.00 1.061
8 Creating colour scheme 70(4.1) 214(12.6) 421(24.9) 468(27.7) 519(30.7) 2.11 1.102
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9 Inserting new slides 64(3.8) 279(16.5) 432(25.5) 415(24.5) 502(29.7) 2.21 1.148
10 Inserting table 63(3.7) 341(20.2) 453(26.8) 373(22.05) 462(27.3) 2.32 1.180
11 Inserting pictures 62(3.7) 399(23.6) 521(30.8) 301(17.8) 409(24.2) 2.46 1.194
12 Inserting sound 51(3.0) 314(18.6) 507(30.0) 372(22.0) 448(26.5) 2.35 1.144
13 Printing Power Point slides 55(3.3) 266(15.7) 380(22.5) 432(25.5) 559(33.0) 2.14 1.138
14 Printing Power Point hand-out 62(3.7) 218(12.9) 300(17.7) 524(31.0) 588(34.8) 2.01 1.090
15 Creating graphs in MS Excel 49(2.9) 234(13.8) 338(20.0) 464(27.4) 607(35.9) 2.06 1.107
16 Creating database in MS Excel 49(2.9) 225(.13.3) 328(19.8) 473(28.0) 617(36.5) 2.04 1.098
17 Creating database in MS Excel 68(4.0) 200(11.8) 295(17.4) 519(30.7) 610(36.1) 1.97 1.081
18 Performing simple calc. in MS 60 (3.5) 253(15.0) 371(21.9) 469(27.7) 539(31.9) 3.13 1.123
Excel
19 Creating database in Access 67 (4.0) 146(8.6) 226(13.4) 447(26.4) 806(47.6) 1.75 1.026
20 Using Photo Shop (i photo) 51(3.0) 135(8.0) 321(19.0) 460(27.2) 725(42.8) 1.86 1.019
21 Using MS Movie Maker (I 80 (4.7) 107(6.3) 223(13.2) 493(29.1) 789(46.6) 1.70 .974
movie)
22 Using Art Studio 83 (4.9) 55(3.3) 233(13.3) 527(31.1) 794(46.9) 1.64 .895
23 Using MS Office Publisher 70 (4.1) 177(10.5) 305(18.0) 449(26.5) 691(40.8) 1.90 1.078
24 Installing or removing software 101(6.0) 356(21.0) 363(21.5) 307(18.1) 565(33.4) 2.18 1.264
25 Transferring digital information 55 (3.3) 494(29.2) 384(22.7) 280(16.5) 479(28.3) 2.46 1.263
from device to device e.g
downloading pictures
26 Creating teaching e-portfolios 81 (4.8) 147(8.7) 277(16.4) 462(27.3) 725(42.8) 1.81 1.047
27 Hypertext linking 86 (5.1) 181(10.7) 237(14.9) 237(14.9) 660(39.0) 1.85 1.103
28 Using search engines (Google, 35 (2.1) 654(38.7) 386(22.8) 195(11.5) • 319(18.9) 2.82 1.227
etc)
29 Using favourites and bookmarks 61 (3.6) 583(34.5) 380(22.5) 237(14.0) 328(19.4) 2.69 1.262
30 Using acrobat reader to read 66 (3.3) 391 (23.1) 272 (16.1) 360 (21.3) 500 (29.6) 2.27 1.252
files
The number of people who responded to each item are as indicated while percentages are
written in parenthesis.
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As revealed in Table 9, the respondent indicated that they are competent or very competent in
performing only 8 tasks. The tasks are revealed in 'item l' (creating e-mail attachments)', 'item
2' (opening e-mail attachments), 'item 4' (conducting Online searches), 'item 11' (inserting
pictures) 'tem 12' (inserting sound), 'item 25' (transferring digital information from device to
device e.g. downloading pictures), 'item 28' (using search engines (Google, etc) and 'item 29'
(using favourites and bookmark).
A greater percentage of the respondents indicated they are not competent or needed help in
22 items. As can be seen from Table 9, a large proportion of the respondents indicated that
they are not competent or tended to need help when 'using web browsers' (item 3), 'creating
Power Point slides' (item 5), 'creating animate scheme' (item 6), 'creating design scheme' (item
7), 'creating colour scheme' (item 8), 'Printing Power Point slides' (item B), 'Printing Power
Point hand-out' (item 14), 'Creating graphs in MS Excel' (item 15), 'Creating database in MS
Excel' (item 16) and 'Creating database in MS Excel' (item 17). Others include 'item 18'
(Performing simple calculation in MS Excel), 'item 19' (Creating database in Access), 'item 20'
(Using Photo Shop ( i photo), 'item 21' (Using MS Movie Maker (I movie), 'item 22' (Using Art
Studio), 'item 23' (Using MS Office Publisher), 'item 26' (Creating teaching e-portfolios) and
'item 27' (Hypertext linking).
However, about half (50 - 54%) of the respondents indicated that they are not very competent
or need help in 4 items namely 'Inserting new slides' (item 9), 'Installing or removing software'
(item 24), 'Hypertext linking' (item 27) and 'Using acrobat reader to read files' (item 30)
whereas the other half indicated that they are competent or very competent in performing
these tasks.
Research Question Three
What is competency of students in identified hardware skills?
The degree of competency of participants with respect to the types of task they accomplish
with the aid of a computer formed the unit of analysis. These tasks were divided into 16 items
placed beside the level of competency. This was grouped into four and they include very
competent, competent, not very competent and needs helps. Frequency count and
percentages were used in answering the research question.
Table 10 respondents' competence in identified hardware skills
Hardware proficiency Degree of competence Mean STD
No Very Competent Not Very Needs
Response Competent Competent help
27. Using printer(s) 65 (3.8) 465 (27.5) 242 347 470 (27.8) 2.65 1.168
(14.3) (20.5)
28. Connecting desktop 66 (3.9) 283 (16.7) 245 457 538 (31.8) 2.70 1.221
computer (14.5) (27.0)
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29. Connecting Laptop 59 (3.5) 447 (26.4) 423 352 ' 308 (18.2) 2.25 1.168
computer with Television (25.0) (20.8)
30. DVDand CDdrives 65 (3.8) 266 (15.7) 319 (18.9) 452 (26.7) 487 (28.8) 2.65 1.193
Television
31. Projectors/laptop 89 (5.3) 439 (25.9) 402 (23.8) 318 (18.8) 341(20.2) 2.24 1.225
presentation systems
32. Cell phone 40 (2.4) 171 (10.1) 140 (8.3) 427 (25.2) 811(47.9) 3.13 1.113
33. Photocopier 59 (3.5) 248 (14.7) 313 (18.5) 428 (25.3) 541(32.0) 2.72 1.191
34. Digital camera 40 (2.4) 259 (15.3) 302 (17.8) 403 (23.8) 585(34.6) 2.78 1.178
35. Jump or flash drive 39 (2.3) 267(15.8) 238 (14.1) 420(24.8) 625 (36.9) 2.83 1.187
(USB)
36. Digital scanner 70 (4.1) 369 (21.8) 387 (22.9) 375 (22.2) 395 (23.3) 2.41 1.210
37. Portable E-devices (PDA, 54 (3.2) 325 (19.2) 317 (18.7) 424 (25.1) 492 (29.1) 2.60 1.206
Blackberry)
38. Portable music devices 53 (3.1) 250 (14.8) 225 (13.3) 433 (25.6) 651 (38.5) 2.86 1.200
39. Radio 48 (2.8) 165 (9.8) 193 (11.4) 442 (26.1) 764 (45.2) 3.06 1.126
40. CD-ROM 68 (4.0) 192 (11.3) 261 (15.4) 421 (24.9) 670 (39.6) 2.89 1.193
41. Audio cassette 45 (2.7) 195 (11.5) 198 (11.7) 428 (25.3) 746 (44.1) 3.01 1.149
42. Camcorder 51 (3.0) 337 (19.9) 346 (20.4) 410 (24.2) 468 (27.7) 2.56 1.198
*the number of people who responded to each item was indicated while percentages were
written in parenthesis.
As revealed in Table 10 the respondents indicated that they are competent or very competent
in performing only 2 tasks. The tasks are revealed in 'items 33' (connecting laptop computer
with Television) and 'item 35' (projectors/laptop presentation systems).
A greater percentage of the respondents indicated they are not competent or needed help in
14 items. As can be seen from table 10, a large proportion of the respondents indicated that
they are not competent or tended to need help when 'using printer(s)' (items 31), 'connecting
desktop computer' (item 32), 'DVD and CD drives Television' (item 34), 'cell phone' (item 36),
'photocopier' (item 37), 'digital camera' (item 38), 'jump or flash drive (USB)' (item 39), 'digital
scanner' (item 40), 'portable E-devices (PDA, Blackberry)' (item 41), 'portable music devices'
(item 42), 'radio' (item 43), 'CD-ROM' (item 44), 'audio cassette' (item 45) and 'camcorder'
(item 46).
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However, about half (50 - 54%) of the respondents indicated that they are not very competent
or need help in 1 item 'using digital scanner' (item 40) whereas the other half indicated that
they are competent in performing the tasks.
Research Question Four
What is the pattern of students' self-efficacy in the use of ICT?
This research question was answered by considering how students saw themselves with respect
to the use of ICT. Frequency and percentages of students' responses on how they saw their
abilities in the use of ICTare presented in Table 11.
Table 11 Pattern of Students' Self-Efficacy in the Use of ICT
No No Yes M SD
Response
1 I have insufficient knowledge of appropriate software 147 (8.7) 674 (39.8) 791(46.7) 1.40 .650
2 I have insufficient knowledge of how to use ICT 142(8.4) 744 (44.0) 721(42.6) 1.37 .654
equipment
3 I lack confidence in using ICT 192(11.3) 980 (57.9) 440(26.0) 1.15 .607
4 I havewet palms and anxious when I'm to use ICT 210(12.4) 1107(65.4) 295(17.4) 1.05 .557
5 I can use power point for teaching in my class 156(9.2) 913(54.0) 543(32.1) 1.24 .613
6 I can usee-mail to communicate with my lecturers 72(4.3) 492(29.1) 1048(61.9) 1.61 .573
7 I have no fear in operating the computer 60(3.5) 452(26.7) 1100(65.0) 1.65 .551
8 I am confident that the ICTwill be useful for my lecture 117(6.9) 420(24.8) 1075(63.5) 1.59 .622
download
Although a significant proportion (8.7%) of the students did not respond to the first item, less
than half of the respondents (46.7%) had sufficient knowledge of appropriate software for
different tasks. The mean value of 1.4 also confirms that students need help in the choice of
appropriate software because any value below 1.5 (which is the mid-point between 1 and 2
which was used to represent nC?and yes respectively) tends towards no substantially than yes.
The information presented for this item is consistent with the findings on students' competency
in the use of some software where majority of them tend to need help.
It is astonishing to note that a high proportion of the students indicated that they had
confidence and are not anxious in using leT facilities and that they had no fear in operating computer,
yet, less than half of them (44.0%) had sufficient knowledge of how to use leT equipment. In addition, a
significant proportion of the students (54.0%) cannot use PowerPoint for teaching (seminar
presentation) their class. This has a serious implication for the use leT policy. It can then be argued that
most of the students who went through admission process were helped either at cyber cafe to check
their result and carry out other admission processes.
Research Question Five
To what extent are the students and lecturers ready for ICTdeployment?
This research question was answered by considering how students saw themselves and their
lecturers' readiness in the deployment of ICT. Frequency and percentages of students'
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responses on how they saw their readiness and that of their lecturers in the use of I(T are
presented in Table 12.
Table 12 Pattern of Students and Lecturers' Readiness for I(T Deployment
No No Yes M SD
Response
1. Lecturers lack ICT knowledge 247 895 470 1.14 .653
(14.6) (52.9) (27.8)
2. Computer facilities are not adequate in my 145 (8.6) 338 1129 1.61 .647
department (20.0) (66.7)
3. There is high cost of computer accessories, so 126 (7.4) 520 966 1.52 .637
replacement is not easy (30.7) (57.1)
4. The computers are not maintained as expected 193 506 986 1.47 .692
(11.4) (29.9) (58.3)
5. I do not have access to internet in the department 138 (8.2) 484 1070 1.55 .641
(28.6) (63.2)
6. I do not have access to internet at home 182 807 703 1.31 .655
(10.8) (47.7) (41.5)
7. I usually access the internet in the cyber cafe 145 (8.6) 521 1026 1.52 .649
(30.8) (60.6)
8. Electricity problem affects regular use of ICT 159 (9.4) 428 1105 1.56 .659
facilities (25.3) (65.3)
9. The absence of computer laboratory does not help 157 (9.3) 417 1118 1.57 .657
students learning of the use of ICT (24.6) (66.1)
10. It is time consuming to learn to use ICTs in teaching 232 765 695 1.27 .688
and learning (13.7) (45.2) (41.1)
11. The ICT equipment are not readily available 159 (9.4) 484 1049 1.53 .661
(28.6) (62.0)
12. ICT equipment are hardily upgraded where 159 (9.4) 512 1021 1.51 .662
available (30.3) (60.3)
I(T readiness can be measured using multi-factorial approaches. One of such approaches is the
lecturers' knowledge of I(T. A larger proportion of the students indicated that their lecturers
had knowledge of I(T, however, considering the efforts of the university in training lecturers on
the use of I(T, one can say that a significant proportion of the students (29.2%) believed that
their lecturers lacked I(T knowledge. It is possible that such students just stated that to spite
their lecturers, it is also possible that the students are right. If they are right, then this has a
serious implication for the electronic learning policy of the university since those who are to
interpret and implement the policy need help.
Other measures of I(T readiness are the adequacy of computer in the department,
maintenance of computer, availability of electricity, availability of computer laboratory and I(T
equipment. A two-third (66.6%) of the students indicated that computer facilities are not
adequate in their department, if computers are to be used in teaching in the department, then,
it means that Departments have to procure more computers in readiness for the on-going
educational technology initiative projects. For Departments and faculties that have computers,
53.3% of the students stated that the computers are not well maintained. This implies that the
computer could stop working in the midst of a serious work, thereby data stored in the system
could be lost and students or lecturers have to re-input the data again. The problem of
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electricity is not particular to the University, it is a national problem. It was so bad at a time in
April 2012 that the University had to allow students go on a two week vacation in order to
rectify the power situation. To ensure constant power supply, the university procured large
generators to back up the erratic state of power supply. Presence of computer laboratory will
help students learn how to use leT, however, in many Departments or Faculties, there is
absence of computer laboratory. It is ridiculous to see that a large and significant portion of
students (41.1%), at this age of technology, concluded that it is time consuming to learn to use
leTs in teaching and learning.
Research Question Six
Research Question Six
What is the pattern of students' attitude towards using ICT
This research question was answered by considering how students saw themselves with respect
to the use of leT. Frequency and percentages of students' responses on how they saw their
abilities in the use of leT are presented in table 13.
Table 13 pattern of students' attitude towards the use of leT
The use of ICTs in learning M SD
No Resp. Yes No
1 is interesting 207 1118 264 (16.6%) 1.57 .711
(13.0%) (70.4%)
2 increases my achievement 212 1147 230 (14.5%) 1.59 .714
(13.3%) (72.2%)
3 makes classroom management much easier 198 1101 290 (18.3%) 1.57 .703
(12.5%) (69.3%)
4 increase communication skills among students 201 1088 300 (18.9%) 1.56 .707
(12.6%) (69.3%)
5 is valuable equipment which we should benefit 194 1128 267 (16.8%) 1.59 .698
from (12.2%) (71.0%)
6 makes transferring information to students 199 1116 274 (17.2%) 1.58 .703
easier (12.5%) (70.2%)
7 encourages students to participate in 203 1027 359 (22.6%) 1.52 .711
classroom activities (12.8%) (64.6%)
8 reduces the use of traditional teaching media 193 1059 335 (21.1%) 1.55 .701
(whiteboard etc.) (12.2%) (66.7%)
9 causes stress for teachers who have poor ICT 240 822 527 (33.2%) 1.37 .731
skills (15.1%) (51.7%)
10 makes the lesson more difficult 310 341 938 (51.7%) 1.02 .640
(19.5%) (21.5%)
11 makes preparing the lesson more difficult 295 323 971 (61.1%) 1.02 .624
(18.6%) (20.3%)
12 makes the lesson to be disrupted 284 363 942 (59.3%) 1.05 .636
(17.9%) (22.8%)
13 makes teaching expensive 222 750 617 (38.8%) 1.33 .708
(14.0%) (47.2%)
14 makes lesson more interesting 183 1044 362 (22.8%) 1.54 .692
(11.5%) (65.7%)
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15 adds more fun to the teaching and learning 179 1106 304 (19.1%) 1.58 .685
(11.3%) (69.6%)
16 makes lesson more diverse 190 967 432. (27.2%) 1.49 .700
(12.0%) (60.9%)
*the number of people who responded to each item are as indicated while percentages are
written in parenthesis.
The pattern of response by the respondents with respect to their attitude toward ICT formed
the unit of analysis. Sixteen items made-up this section placed beside the opinion of
respondents. This was grouped into three and they include no response, yes and no. as
revealed in table 14, the respondent indicated that majority agree to 14 items. The items are
revealed in their response to 'item l' (is interesting), 'item 2' (increase my achievement), 'item
three' (makes classwork management much easier), 'item 4' (increase communication skill
among students), 'item 5' (is valuable equipment which we should benefit from), 'item 6'
(makes transferring information to students easier), 'item 7' (encourage students to participate
in classroom activities), 'item 8' (reduce the use of traditional teaching media (whiteboard
etc.)), 'item 9' (causes stress for teachers who have poor ICT skills), 'item 14' (makes lesson
more interesting), 'item 15' (adds more fun to the teaching and learning) and 'item 16' (make
lesson more diverse).
A greater percentage of the respondents' opinion indicated no in 13 items. As can be seen from
table 14, a large proportion of the respondents indicated no to 'item 10' (makes the lesson
more difficult), 'item 11' (makes preparing the lesson more difficult) and 'item 12' (makes the
lesson to be disrupted).
However, about half (47- 50%) of the respondents indicated yes to 'item 13' (makes teaching
expensive) whereas the other half indicated no to the item.
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CHAPTER FOUR
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
Some of findings of the study are:
i. Students in twelve Faculties participated in the study.
ii. There are more males than females
iii. 'Regular' undergraduate students formed three quarters of the sample size,
followed by the students in the Distance Learning Programme which constitute
one-fifth of students sample while the post graduate students were in the
minority.
iv. Majority of the respondents used in the survey are 100 Level students. They are
likely to enjoy the ICTpolicy deployment before graduation.
v. A significant proportion of students have laptops. Students who did not own a
computer used cyber cafe, departmental computer and PGschool computers.
vi. Very few respondents could perform eight software tasks (26.7%) out of 30.
Examples of tasks they can perform are creating e-mail attachments, opening e-
mail attachments, transferring digital information from device to device e.g.
downloading pictures, etc.
vii. Twenty two out of 30 software tasks posed greater challenge to majority of the
students. They were not competent in such tasks as using web browsers, creating
Power Point slides, creating animate 'scheme, creating design scheme, creating
colour scheme, printing PowerPoint slides and hand-out, etc.
viii. About half (50 - 54%) of the respondents indicated that they are not very
competent or need help in four software tasks like inserting new slides, installing
or removing software, using acrobat reader to read files.
ix. A significant proportion of the students (29.2%) believed that their lecturers
lacked ICTknowledge.
x. Majority of the students were very competent in only two hardware tasks. The
tasks are connecting laptop computer with Television and connecting projectors
with laptop for presentation.
xi. Apart from the two tasks in (x), students have challenges in performing the
remaining tasks, hence they need help.
xii. It is astonishing to note that a high proportion of the students indicated that they had
confidence and are not anxious in using ICT facilities and that they had no fear in
operating computer, yet, lessthan half of them (44.0%)had sufficient knowledgeof how
to use ICTequipment.
xiii. Where Departments and Faculties have computers, a large proportion of
students stated that the computers are not well maintained.
xiv. Electricity is identified as a major challenge facing the use of ICTby the students.
xv. A large and significant portion of students at this age of technology concluded
that it is time consuming to learn to use ICTsin teaching and learning.
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xvi. A very large proportion of students opined that The use of ICTs in learning
increases their achievement! makes classwork management much easier!
~
I increases communication skill among students! encourages students to
participate in classroom activities! etc.
Conclusion
It is clear that high proportion of the students used in this survey were drawn from 100
Level, the reason being that these students are likely to enjoy the four on-going Educationa\
Technology Initiative Projects of the university already listed in Chapter one. It is therefore
imperative to identify areas where they need help so that they can optimally benefit from
the educational technology initiative projects. The summary of findings indicates that
students and lecturers need help in some areas of software and hardware manipulations.
Recommendations
1. Many students need help in some software and hardware manipulation! General Studies
Programme (GSP) should mount a course on the use of ICT which will address all the
challenges identified by the students.
2. More than a quarter of the students indicated that their lecturers did not have ICT
knowledge! ICT unit should identify lecturers with some deficiencies and organise a
training session for them. A follow up training should also be given to those who
participated in previous ones.
3. Students complained that computers in the departments are not enough; Departments
should procure more computers in readiness for the on-going educational technology
initiative projects.
4. Although the University has tried in the area of electricity generation! it is hoped that
this could be improved upon.
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