ASSESSMENT OF THE USE, AND COMPETENCE OF TEACHERS AND STUDENTS IN INFORMATION AND COMMUNICATION TECHNOLOGY IN TERTIARY INSTITUTIONS IN NIGERIA

 

ABSTRACT

People over time, have devised various techniques for communicating their thoughts, needs, and desires to others in every aspect of life. The emergence of ICT has affected all aspects of human life, including education at all levels. ICT knowledge, accessibility, and use are linked with higher efficiency and higher productivity. Undergraduate students and their teachers occupy a central position in both the educational and healthcare systems of any country. This study was carried out to investigate the knowledge, accessibility, and use of ICT among students and teachers at the University of Uyo, Akwa Ibom State, and Akwa Ibom State. A descriptive cross-sectional survey design was used. All the 454 undergraduate students in the Department of Nursing and 23 teachers comprised the subjects for the study. A researcher-developed questionnaire was the instrument for data collection. Data were subjected to descriptive statistics and analyzed using a student’s t-test and Chi-square. A probability value less than 0.05 was considered statistically significant. The majority of the students 346 (80.5%) and the majority of the teachers 20(90.9%) knew ICT. Respondents had access to the following ICT: computer; students 314(73.0%), teachers 20 (90.9%), Internet; students 343(79.8%), teachers 22(100%) and e-mail; students 248(57.7%) and teachers 17(77.3%). The Internet activities mostly performed by the students were: browsing 386(89.8%), chatting with friends 274(63.7%), and e-mailing 262(60.9%). The Internet activities mostly performed by teachers were: browsing 22(100%), e-mailing 20(90.9%), and downloading articles 18(81.8%). Google is the most common search engine used by students 393(91.4%) and teachers 20(90.9%). The high cost of ICT 281(62.2%) and irregular power supply 258(57.1%) were major factors that affect the access to and use of ICT negatively. There was no significant difference (p > 0.05) in the access to ICT types among teachers and students. There was no significant difference (p > 0.05) in the constraints associated with ICT use among students and teachers. There was a significant difference (p < 0.05) in the use of ICT between students and teachers. The findings of this study revealed that there is still a need to provide ICT materials and training at subsidized rates to encourage use in university education.

CHAPTER ONE

INTRODUCTION

Background to the Study

People over time have devised various techniques for communicating their thoughts, needs, and desires to others. In early civilized times, people achieved adequate communication through speech and written messages. Communication in teaching and learning situation was mainly done using a teacher-centered education system in the past few years (Adeyinka, Adedeji, Majekodunmi, Adika & Adeyinka, 2011) when the conventional way of teaching was the order of the day. The teacher was seen as the sole source of knowledge and the students were “mere recipients” of his/her information. Chalk and talk methods were used in delivering lectures to students and pupils in schools.

The emergence of information communication technology (ICT) has affected all aspects of life (Nadira, Kamal & Banu, 2010). ICT has become an indispensable part of our contemporary world. No wonder the use of such terms as e-nursing, e-commerce, e-banking, e-medicine, e-government, e-learning, and e-education just to mention but a few, to show how such aspects of life revolve around technology. ICT materials are adapted to carry out some routine activities in almost every aspect of life.

 

ICT includes any equipment or interconnected system of equipment that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information resources (National Information Technology Policy, 2010). This policy equally sees ICT as computers, ancillary equipment, software and firmware (Hardware) and similar procedures, services (including support services), and related resources. To the Federal Ministry of Education (2010) ICT means all equipment, tools (inclusive of traditional technologies of radio, video, and television to the newer technologies of computers, hardware, firmware, etc) as well as the methods, practices, processes, procedures, concepts, and principles that come into play in the conduct of the information communication activities.

Globally, the emergence of ICT has stimulated rapid development in all sectors of the economy, especially in the sociocultural and political spheres of life (Akanbi, 2005, in Olatokun, 2009). Ajayi (2003) noted that ICT is redefining the way almost everything is done and is a ready tool for all strata of society. Danner (2013) stated that ICT has transformed the world into a large globally connected community and plays an increasingly important role in people’s lives. Previous studies like those of (Idowu, Cornford & Bastin, 2008) and (kambi, 2005) have highlighted advantages and

disadvantages that nations, institutions, and industrial sectors would face if they did not position themselves to harness and implement ICTs as tools for leveraging their activities in the emerging global economy.

In the educational sector, ICT has been continuously linked to higher efficiency, higher productivity, and higher educational outcomes, including quality of cognitive, creative, and innovative outcomes (Adeosun, 2010). ICT is often perceived as a catalyst for change, change in learning approaches, and access to information (Watson, 2005) and can help by providing alternative possibilities for education (Casal, 2007, Danner 2013). For both social and economic reasons students will need computer and communication technology skills to live successfully in a knowledge-based society

(Danner, 2013).

 

The knowledge, access, and use of ICT are becoming an integral part of education in many parts of the globe (Ololube, 2006). To Danner (2013) education is the first and best key area for ICT application. The use of different ICT has become inevitable for students in learning. By using modern ICT, students and teachers can retrieve required information within a short time. The use of ICT has the potential to become cost-effective as it offers greater flexibility regarding the time and location of teaching and learning, (UNESCO 2003). ICT also provides greater flexibility to adapt teaching and learning to meet the learners’ cognitive and learning styles. ICT offers learners the opportunity to work at their own pace. Betts (2011) affirmed that ICT can enhance the quality of learning where its use is tailored to lesson objectives and the needs of the learners. The use of ICT in teaching is a relevant and functional way of providing education to learners that will assist in imbibing in them the required capacity for the world of work. Very few jobs today do not require the use of skills in technology, collaboration, teamwork, and information, all these can be acquired through teaching and learning with technology.

ICT fundamentally changes the way we live, learn and work.

 

On the other hand, there are documented hindrances to using ICT despite its numerous benefits to both teachers and students. The factors hindering both teachers’ and students’ readiness and confidence in using ICT include teachers’ lack of expertise with ICT and lack of confidence in using ICT by both teachers and students. Other factors include; insufficient knowledge of appropriate software and insufficient knowledge and skills on how to use ICT equipment, lack of knowledge of how to evaluate the use and the role played by ICT in teaching and learning is also another factor hindering the use of ICT by both teachers and students (UNESCO, 2012).

Ofodu, 2007 in (Ajayi, Ekundayo & Haastrup, 2009) enumerated ICT tools used by both teachers and students including; computers specifically; the internet, telephone, digital camera, and overhead projector. Other ICT materials include; compact disc-read-only memory (CD-ROM), teleconferencing, audio-cassette tapes, and video tapes, interactive television, electronic board, optical fibers, electronic notice board, slides, and radio among others.

 

Teachers and students turn to ICT for various reasons such as removing distance from education and making knowledge more accessible to all. The development of a lifelong learning culture and the capacity to empower learners by providing them with multiple pathways that offer choices and channels to meet their education and training needs (UNESCO, 2003) is another reason why people use ICT. ICT is cost-effective as it offers greater flexibility regarding the time and location of training delivery. ICT also provides greater flexibility to adapt teaching and learning to meet learners’ cognitive and learning styles.

 

Teachers and students must know, access, and use various instructional aids including modern ICT tools during their course of teaching and learning. This is because ICT is redefining the way almost everything is done and is a ready tool for all strata of society including education. ICT is changing the way people teach and learn, thereby offering new alternatives to traditional classroom methods of teaching and learning. Teachers and students who are unaware of existing ICT may lose an important opportunity to make use of the positive features (cheap, safe, effective, and accessible) of ICT as well as teach and learn accordingly. Teachers and students may not be able to harness all the benefits of ICT in Nigeria. Ofodu (2007) noted that Nigeria is a nation with constant power outages and poor infrastructural material supply in every stratum; her institutions of learning are not exempted as well. There may be a lack of general information, access, or misinformation about ICT used by both teachers and students during teaching and learning.

 

The knowledge, access, and use of ICT during the teaching and learning of nursing sciences are unknown. Studies carried out in Nigeria on ICT use were among Reproductive Health Workers (Wole &Olufunke, 2009), and ICT use in Nigerian Secondary Schools (Ajayi, Ekundayo & Haastrup, 2009). Adetimirin (2012), ICT literacy among undergraduates in Nigerian universities, and Wole & Olufunke, (2009), provided information on Information on ICT use among Reproductive Health Care Workers (RHWs). The present study was conceived based on the fact that to the researcher’s best knowledge there has not been any study done on ICT knowledge, access, and use among teachers and students in the University of Uyo, Akwa Ibom State (UNEC).

 

Statement of problem

The National Policy on ICT in Education and Framework launched in 2010 presents a holistic and broad vision for ICT integration in the education sector in Nigeria. This policy moves beyond a basic technology literacy approach. Rather, the policy focuses on leveraging technology to transform the roles of the teacher and the learner in the classroom.

In developed countries, the use of ICT by teachers and students in education has been widely studied and documented especially the positive influence of ICT in education (Kay, 2006; Mur-ray, Nuttall & Mitchell, 2008). Studies have also been conducted on the use of ICT by teachers and students in teaching and learning in developed countries where the use of ICT has advanced, and where there are resources and materials to maintain them (Adeyinka, Adedeji, Majekodunmi, Adika & Adeyinka,2011).

Very few studies have been carried out in Nigeria on the use of ICT in education (Ololube, 2006). These studies were limited to attitude and competence in the use of computers by academic and non-academic staff in Nigerian higher institutions. Unfortunately, there were limited documented studies on knowledge, accessibility, and use of ICT in education generally in Nigeria, and none was found about nurse educators’ and student nurses’ knowledge, accessibility, and use of ICT in Nursing Education.

 

However, the researcher observed that some undergraduate students find it difficult to use ICT resources on their own to carry out basic learning activities such as sending e-mails, presentations of seminars, and online registration of their courses. Equally, the researcher observed that both undergraduate and postgraduate research works are supervised mostly via the use of paper and pencil materials as against how the researcher’s friend who studies in Southern Africa is being supervised online.

Purpose of the study

The purpose of this study is to investigate students’ and teachers’ knowledge, accessibility, and use of ICT at the University of Uyo, Akwa Ibom State, and Akwa Ibom State.

 

Objectives of the Study

The specific objectives of this study were to:

1. Ascertain students’ and teachers’ knowledge of ICT in the Department of Nursing UNEC.
2. Determine accessibility to ICT among students and teachers of the Department of Nursing UNEC.
3. Investigate students’ and teachers’ use of ICT Department of Nursing UNEC.

4,         To determine the constraining factors to the use of ICT as perceived by students and teachers.

 

 

Hypotheses

1. There is no significant difference in the knowledge of ICT between students and teachers.
2. There is no significant difference in the use of different ICT types among students at different levels of study.
3. There is no significant difference in the use of preferred ICT types among male and female students.
4. There is no significant difference in the accessibility to ICT use between the students and the teachers.
5. There is no significant difference in the constraints associated with ICT use between the students and the teachers.
6. There is no significant difference in the use of ICT between the students and the teachers.

Significance of the Study

The findings will reveal whether both teachers and students understand what ICT means, whether they have access to ICT, and also to what use they put ICT tools. This will help in academic decisions and review of the teaching and learning processes where necessary. Teachers will utilize the information from the study to plan teaching-learning activities to include software, hardware, and programs to make teaching and learning easier, faster, and learner-centered. The findings will as well provide data for students’ and teachers’ decision-making.

To the authorities; especially Departmental and University administrators, the findings will serve as a guide to design appropriate in-service training programs to update teachers’ skills in ICT as well as integrate ICT into the curriculum for students; to enhance their knowledge and use of ICT about teaching and learning. To the stakeholders, it will give them insight into the activities of the Department in terms of ICT in the Department and plan programs according to determining needs.

The findings of the present study are hoped to provide baseline knowledge in this area and also fill the gap in the literature.

 

Scope of the Study

The study is delimited to determine the knowledge, access, and use of ICT. It is also delimited to undergraduate students and teaching staff of the University of Uyo, University Nigeria Akwa Ibom State.

 

Operational Definition of Terms

1. Information Communication Technology (ICT): Refers to hardware, software, and programs that affect the academic and non-academic activities of both students and teachers.
2. ICT knowledge: This refers to the undergraduate students and teachers' ability to identify correctly the types and benefits of ICT. ICT knowledge also means the ability to possess formal information about ICT.
3. ICT Accessibility: Accessibility to ICT in this study refers to students’ and teachers’ ability to possess or hire ICT materials and willingness and capacity to take advantage of the available ICT services.

ICT accessibility is measured by items 14 -21 in the accessibility subscale of the Information Communication Technology questionnaire (AICTQ).

4. ICT use: Refers to performing academic and non-academic activities using ICT.

ICT use is measured by items 22 – 32 in the use subscale of Information

Communication Technology questionnaire (UICTQ).

ASSESSMENT OF THE USE, AND COMPETENCE OF TEACHERS AND STUDENTS IN INFORMATION AND COMMUNICATION TECHNOLOGY IN TERTIARY INSTITUTIONS IN NIGERIA

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