Proceeding of the 4th International Conference on Education, Vol. 4, Issue 2, 2018, pp.

46-53
Copyright © 2018 TIIKM
ISSN 2424 - 6700 online
DOI: https://doi.org/10.17501/24246700.2018.4206

ASSESSMENT OF ICT USAGE AMONG SECONDARY

SCHOOL COMPUTER TEACHERS AND STUDENTS IN
NSUKKA EDUCATION ZONE OF ENUGU STATE, NIGERIA
Ugochi Ugwu1*, Samuel Okeke2
1
The College of Education Nsukka, Nigeria
2
Nnamdi Azikiwe University Awka, Nigeria

Abstract: The use of Information and Communication Technology (ICT) is very essential in the
spread of information. Electronic devices and softwares which aid the spread of information
constitute ICT. These devices have impacted positively in education through lesson preparation,
instructional delivery, individualized instruction, and collaborative learning. Despite the positive
roles of ICT in education, there is paucity of information on its use by secondary school computer
teachers and students in Nigeria. The study was thus designed to assess ICT usage among secondary
school computer teachers and students in Nsukka Education Zone. The study population consisted of
51 computer teachers and 4242 students while the sample size comprised of 51computer teachers
and 520 students. A survey research design was adopted for the study. Data was collected using an
instrument titled ‘ICT Usage Assessment Questionnaire’ validated by three experts in computer
education. Data were presented as frequencies and percentages. The results of the study showed that
ICT was not used effectively in lesson preparation, instructional delivery, individualized learning
and collaborative learning of computer studies in public secondary schools in the Zone. Based on the
findings, it was concluded that Nigerian secondary schools are yet to extensively adopt Information
and Communication Technology.

Keywords: Computer studies, ICT, Nsukka, Students, Teachers

Introduction

Information and Communication Technology is an umbrella that includes any communication device, or
application including radio, television, cellular phones, computer, and network’s hardware and software,
satellite systems as well as the various associated services and applications notably, video conferencing and
distance learning (Offor, 2012). Cited benefits of ICT can be seen in nearly every sector of the economy
including e-banking and e-learning (Daniel et al., 2007). Ayogu (2010) also opined that ICT is often spoken of
in terms of a particular context like: ICT in home, health care, library and of course education, the main focus of
this study.

According to Mba (2007), ICT in education simply means using ICT to teach and learn. ICT has been used to
empower the teachers of computer studies and to promote the growth of skills necessary for the 21st century
workplace (Ogumadu, 2006). Hence, uses of ICT in education can be summarized into lesson preparation,
instructional delivery, individualized learning and collaborative learning (Nwosu, 2013).

The inability of many secondary school graduates to make adequate use of Information and Communication
Technology (ICT) devices has become worrisome to the educational system of Nigeria. It is evident that despite
the policies on ICT in education; computer studies being made compulsory in West African Examination
Council; knowledge of computer being a prerequisite for most jobs and Joint Admissions and Matriculation
Board examination being made computer based, there is still a high level of computer illiteracy among
secondary school graduates especially those that graduated from public schools.

Corresponding Author’s Email: * [email protected]

 Proceeding of the 4th International Conference on Education, Vol. 4, Issue 2, 2018, pp. 46-53

Factors responsible for this inadequate use of ICT in Nigerian education sector include lack of adequate ICT
facilities and scarcity of qualified computer teachers (Adomi and Kpangban, 2010). Many public secondary
schools lack basic ICT facilities such as computer laboratory, computers, projectors, tablets, electricity, stand-by
generating set, internet connection and qualified computer teachers. Students are therefore exposed to computer
studies theoretically with little or no hands-on training. Stressing these challenges further, Yusuf in his analysis
of the ‘Nigerian National Policy for Information Technology’, noted that this policy was inadequate for positive
impact on the Nigerian education system (Yusuf, 2005). This is because the philosophical frame of reference
seems to be market driven with little emphasis on the integration of ICT in instruction (Yusuf, 2005).
Additionally, Nwidum (2010) also noted that ICT appeared to be more workable in such field as engineering
and medicine in Nigeria than in education (Nwidum, 2010). This researcher also emphasized that the use of
projector in teaching secondary school students in rural areas is impossible due to lack of a well-articulated
education policy and electricity (Nwidum, 2010).

The study therefore focuses on the need to ascertain the usage of ICT among secondary school Computer
Studies Teachers and Students using Nsukka Education Zone of Enugu State as a model. The study specifically
sought to assess teachers’ usage of ICT in lesson preparation for computer studies, teachers’ usage of ICT in
instructional delivery of computer studies, students’ usage of ICT in individualized learning of computer studies
and students’ usage of ICT in collaborative learning of computer studies.

Research questions

The following research questions were raised to guide the study:

1. What is the computer teachers’ level of agreement on ICT usage in lesson preparation for computer
studies in secondary schools in Nsukka Education Zone of Enugu State?

2. What is the computer teachers’ level of agreement on ICT usage in instructional delivery of computer
studies in secondary schools in Nsukka Education Zone of Enugu State?

3. What is the students’ level of agreement on ICT usage in individualized learning of computer studies
in secondary schools in Nsukka Education Zone of Enugu State?

4. What is the students’ level of agreement on ICT usage in collaborative learning of computer studies in
secondary schools in Nsukka Education Zone of Enugu State?

Methodology

Descriptive survey research design as described by Ezeah (2011) was adopted for this study. The study
population comprised of 4242 Senior Secondary Three (SS3) students and 51 computer teachers obtained from
the 64 public secondary schools within Nsukka Education Zone of Enugu State. Stratified and proportionate
purposive random sampling methods were used to obtain a sample size of 520 student-respondents and 51
Computer studies teacher-respondents from 34 secondary schools (23 urban and 11 rural schools).

Instrument for data collection was a self-designed structured questionnaire titled ‘ICT Usage Assessment
Questionnaire (ICTUAQ)’ validated by three computer education experts. The Cronbach Alpha was used to
determine the reliability of the instrument and the reliability was 0.85. the questionnaire was administered by the
researchers with the help of research assistants.

Data analysis: Data collected were analyzed using frequency tables and percentage scores.

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 Ugochi Ugwu and Samuel Okeke / Assessment Of ICT Usage Among Secondary School….

Results

The results of the study are presented below.

Research question 1: What is the computer teachers’ level of agreement on ICT usage in lesson preparation for
computer studies in secondary schools in Nsukka Education Zone of Enugu State?

Data presented in Table 1 shows that items 1, 2, 5 and 7 were used by computer teachers in lesson preparation of
computer studies while items 3, 4, 6, 8 and 9 were not used.

Research question 2: What is the computer teachers’ level of agreement on ICT usage in instructional delivery
of computer studies in secondary schools in Nsukka Education Zone of Enugu State?

Data presented in Table 2 shows that items 1-10 were not used by teachers in instructional delivery of computer
studies.

Research question 3: What is the students’ level of agreement on ICT usage in individualized learning of
computer studies in secondary schools in Nsukka Education Zone of Enugu State?

Data presented in Table 3 shows that items 1-10 were not used by students in individualized learning of
computer studies.

Research question 4: What is the students’ level of agreement on ICT usage in collaborative learning of
computer studies in secondary schools in Nsukka Education Zone of Enugu State?

Data presented in Table 4 shows that none of the items (1-10) were used by students in collaborative learning of
computer studies.

Discussion

The results of the assessment of computer teachers’ ICT usage in lesson preparation for computer studies
revealed that computer teachers’ use of ICT in lesson preparation are in sourcing lesson materials with computer
or phone and saving these materials in computer storage devices only. These findings are in agreement with the
report of Ezema (2010) which stated that many computer teachers in secondary schools only make use of ICT to
source lesson materials in preparation for teaching.

The percentage responses of the assessment of computer teachers’ use of ICT in instructional delivery of
computer studies implied that ICT was not incorporated in instructional delivery of computer studies in
secondary schools in Nsukka Education Zone of Enugu State. This finding agrees is in line with the opinion of
Adomi and Kpangban (2010) that many secondary schools, especially the public ones lack basic ICT facilities,
making it difficult for teachers to use ICT to carry out teaching.

The study also showed that secondary school students in Nsukka Education Zone of Enugu State do not make
use of ICT in individualized learning of computer. This could be attributed to the absence of ICT tools necessary
to carry out individualized learning (Angib, 2005).

The result of the assessment of students’ use of ICT in collaborative learning of computer studies suggests that
students do not also make use of ICT in collaborative learning of computer studies in public secondary schools
in Nsukka Education Zone of Enugu State. This finding is similar with the report of Kaplan (2008) which stated
that despite the fact that ICT promotes a virtual collaboration among students which is focused on addressing a
specific area, students do not engage in it to study together.

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 Proceeding of the 4th International Conference on Education, Vol. 4, Issue 2, 2018, pp. 46-53

Conclusion and Recommendations

The results of this study have shown that ICT is not effectively used in lesson preparation, instructional delivery,
individualized learning and collaborative learning among secondary school computer studies Teachers and
Students in Nsukka Education Zone of Enugu State. Based on the findings, it was concluded that ICT is not used
effectively by teachers and students in Nsukka Education Zone of Enugu State.

It is recommended that adequate number of competent computer teacher(s) be employed in each public
secondary school in Nsukka Education Zone of Enugu State; urgent ICT training workshop for already recruited
computer teachers be carried out and adequate ICT facilities needed for proper use of ICT in teaching and
learning be provided.

References

Adomi, E. E. & Kpangban, E. (2010). Application of ICTs in Nigerian Secondary Schools. Library Philosophy
and Practice. Retrieved from http://www.webpages.uidaho.edu/mbolin/adomi-kpangban.html
Angib, M. U. (2005). The Family as a Supportive Agent on Computer Education of a Nigerian Child. Retrieved
from http://www.bikeweb.com>home
Ayogu, B. U. (2010). The Internet: A Gateway to Technical Education. Onitsha: OSAMS Publishers.
Daniel, E. E. et al. (2007). ICT Integration in Education. Journal of Information and Technology Impact, 7(3),
181-194
Ezeah, E. N. (2011). Effective Utilization of ICT in Teaching and Learning of Computer studies in Colleges
of Education in South East Geopolitical Zone of Nigeria. An Unpublished M.Sc. Thesis, Department of
Vocational Teachers Education, University of Nigeria Nsukka.
Ezema, S. C. (2010). ICT in Teaching and Learning. Journal of Computer Assisted Learning, 20(6), 456-470
Kaplan, S. (2008). Strategies for Collaborative Learning. Retrieved on 7th March 2008 from
http://www./coher/collaborativelearning.htm
Mba, S. O. (2007). The Use of ICT as an Instructional Technique. Nsukka: Paulingo Publishers.
Nwidum, F. (2010). Weakness of ICT in the Imparting of Knowledge and Educational Inquiry. International
Journal of Research in Education, 6(1&2), 185-192.
Nwosu, E. F. (2013). Strategies for Effective Implementation of ICT in Nigerian Secondary
Education in Obollo Education Zone of Enugu State. An Unpublished M.Sc. Thesis, Department of Vocational
Teachers Education, University of Nigeria Nsukka.
Offor, K. N. (2012). Implementing the Techniques of ICT in a Sociological Society. Lagos: Keystone
Publishers.
Ogunmadu, H. C. (2006). The Influence of ICT on Teacher Education and Professional Development in Abia
State. An Unpublished M.Sc. Thesis, Department of Vocational Teachers Education, University of Nigeria
Nsukka.
Yusuf, M.O. (2005). An Investigation into Teachers’ Competence in Implementing Computer studies in Nigeria
secondary schools. Journal of Science Teaching and Learning, 3(1 & 2), 54-63.

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Appendix

Table 1: Assessment of Computer Teachers’ ICT Usage in Lesson Preparation for Computer Studies

Item Statements Frequency of Percentages Decision

As a computer teacher in secondary Responses %
school, I make use of: SA A D SD
1. Computer and cell phones in 30 13 7 0 91.90 A
sourcing for lesson materials in
preparation for my lessons
2. The internet to update my 20 10 10 10 78.57 A
knowledge for preparation of
my lesson note
3. The internet to discover new 0 8 12 30 30.76 D
knowledge pattern for my
lesson preparations
4. ICT facilities like computer and 0 0 17 33 00.00 D
presentation software to
organize my lesson materials in
readiness for teaching
5. The internet to gather learning 5 15 18 12 57.52 A
experiences required for
teaching
6. The internet for Computer 0 0 31 19 00.00 D
Assisted Instructions that will
help to enhance my teaching
7. Computer storage devices to 21 16 9 4 85.71 A
save documents in readiness for
teaching
8. Computer programs to develop 0 0 35 15 00.00 D
CAIs to aid my teaching
9. PowerPoint computer slides to 5 8 27 10 40.74 D
prepare my lesson before
presentation

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 Proceeding of the 4th International Conference on Education, Vol. 4, Issue 2, 2018, pp. 46-53

Table 2: Assessment of Computer Teachers’ Use of ICT in Instructional Delivery of Computer Studies

Item Statements As a computer Frequency of Percentages Decision

teacher in secondary school, I make Responses
use of: %
SA A D SD

1. Multimedia projector to deliver 0 0 18 32 00.00 D

my lessons in the school

2. Computer Assisted Instructions 0 3 17 30 12.33 D

to deliver my lessons in the
school

3. The internet to post information 0 0 36 14 00.00 D

to the students of my class

4. Video conferencing to deliver 0 0 26 24 00.00 D

my lessons

5. Online methods like e-Learning 0 0 14 36 00.00 D

to deliver my lessons

6. Tutorial packages on CD ROMs 0 5 22 23 18.29 D

to teach and assess my students

7. The internet to hold virtual 0 0 13 37 00.00 D

classes with students of my
class and my colleagues

8. The internet to access bulletin 0 8 11 31 31.17 D

boards available on the web that
provide discussion forums for
instructional delivery of my
lessons

9. Teleconferencing to deliver my 0 0 21 29 00.00 D

lesson

10. Smart board to deliver my 0 0 10 40 00.00 D

lesson

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 Ugochi Ugwu and Samuel Okeke / Assessment Of ICT Usage Among Secondary School….

Table 3: Assessment of Students’ Use of ICT in Individualized Learning of Computer Studies

Item Statements Frequency of Percentages Decision

As a student in secondary school, I Responses %
make use of: SA A D SD
1. Internet to access options 0 0 350 150 00.00 D
available in the net for web
based learning in my school
2. The internet to explore 0 0 325 175 00.00 D
different learning options at
my own pace
3. CAI to learn in my school 0 43 227 230 15.87 D
4. The internet to improve 0 0 378 122 00.00 D
learning focus and self
directed learning very well in
my school
5. The computer laboratory to 0 93 250 157 29.81 D
discover and explore things on
my own
6. The internet to download 0 0 421 79 00.00 D
beneficial learning materials
7. Online learning resources on 0 86 351 63 25.22 D
at least one of the following:
desktop computer, laptop
computer, cell/mobile phone
with mp3 capability
8. Electronic digital ICT libraries 0 112 298 90 32.88 D
to read up materials on
Computer studies
9. Computer storage device(s) to 0 143 266 91 40.78 D
save downloaded materials
10. ICT facilities like cell phone 0 157 280 63 43.05 D
and tablets to have a virtual
classroom learning at any time
and place

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 Proceeding of the 4th International Conference on Education, Vol. 4, Issue 2, 2018, pp. 46-53

Table 4: Assessment of Students’ Use of ICT in Collaborative Learning of Computer Studies

Item Statements Frequency of Percentages Decision

As a student in secondary school, I Responses %
make use: SA A D SD
1. The internet to engage in 0 0 407 93 00.00 D
online class discussions /
assignments
2. ICT facilities to carry out 0 0 452 48 00.00 D
group discussions
3. The internet to engage in 0 183 240 77 49.64 D
interactive learning by building
relationships with one another
4. My schools education software 0 0 469 31 00.00 D
for collaborative learning
5. The internet to engage in 0 0 472 28 00.00 D
online discussions and
seminars with my colleagues
and teacher once weekly
6. My schools electronic portal to 0 0 463 37 00.00 D
carry out group debates
7. The internet to exchange ideas 0 0 446 54 00.00 D
with my colleagues
8. The internet to carry out group 0 0 431 69 00.00 D
research
9. USENET to indulge in a group 0 0 470 30 00.00 D
learning
10. My cell phone to form and 0 87 393 20 24.46 D
carry out a group discussion
with my colleagues

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