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The study examines the utilization of information and communication technology (ICT) teaching facilities among lecturers at Abubakar Tafawa Balewa University (ATBU), Bauchi. Using a descriptive survey research design and structured questionnaires, data from 108 randomly selected lecturers were collected. Findings indicate a medium level of ICT utilization, with no significant differences based on gender or qualification. The study recommends efforts to enhance ICT integration in teaching, noting that factors like gender and qualifications do not influence utilization levels.
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Extent of utilization of Information and Communication Technology (ICT) Facilities by Teaching Staff of ABUBAKAR TAFAWA BALEWA UNIVERSITY (ATBU), Bauchi
Mugana John
14/38112d/6
APRIL, 2019
Extent of utilization of Information and Communication Technology (ICT) Facilities by Teaching Staff of ABUBAKAR TAFAWA BALEWA UNIVERSITY (ATBU), Bauchi
By
Mugana John
14/38112d/6
Being a Research project submitted to the department of science education, abubakar tafawa balewa university, bauchi, in partial fulfilment of the requirements for the award of
B.tech in Mathematics Education
Supervised by
Dr. Balarabe Yushau
APRIL, 2019
DECLARATION PAGE
I hereby declare that this project titled “Extent of Utilization of Information and Communication Technology (ICT) Facilities by Teaching Staff of Abubakar Tafawa Balewa University (ATBU), Bauchi.” is the product of my original work undertaking under the supervision of Dr. BalarabeYushau and has not been presented in any work for the award of degree certificate in any university or institution and all published works have been duly acknowledged.
Sig/Date…………………………………………………
Mugana John
Reg. No: 14/38112D/6
Sig/Date…………………………………………………
Dr. Balarabe Yushau
Supervisor
ACKNOWLEDGEMENTS
My profound gratitude goes to Almighty God for his divine health, guidance, protection and the bestowed knowledge and inspiration for this research work. I tender my unreserved gratitude to my project supervisor Dr. Balarabe Yushau for his patience, tireless efforts and strong will to guide, correct and ensure I did the right thing. Sir I cannot thank you enough and uncle Fadip Nannim who dedicated his time, tolerating my calls at all time for correction. I prayed for more blessing in your carrier. To all my lecturers in the department of science education and the faculty of technology education I am grateful to you all.
From the deepest of my heart I expressed my appreciation to my parents: Gung John Danjuma and especially my Mother Diana John indeed in the entire world I have not seen your kind. I remain grateful to God for giving me Rifkatu Mugana (wife) who is behind all my success I am proud to call you my Wife and mother of my two children Hephzibah and Helka. My brethren not to mention, may God bless you all.
Special thanks also go to my friend Mr. Dogara I Madus for your support and encouragement; I lack words, all I can say friend is we will fly by God grace. To my entire course mates, I enjoyed been with you especially Peter Olawale James, may God bless you all and bless ATBU.
DEDICATION
This project is dedicated to Almighty God the giver of wisdom, knowledge and understanding and to my step mother; Briskila John of blessed memory. You were close to seeing your son graduate, but God did not permit it. I would continue to hold on to your word.
APPROVAL PAGE
This project by Mugana John has been approved as meeting the requirements of the Department of Science Education, Abubakar Tafawa Balewa University, Bauchi, for the award of B. Tech Degree in Mathematics Education
Sign/Date………………………………………………
Dr. Balarabe Yushau
Supervisor
Sign/Date……………………………………………
Dr. A. G. Jibrin
Head of Department
Sign/Date…………………………………………..
Prof. A. S. Bappa
Dean, Faculty Technology Education
Sign/Date………………………………………….
Prof. Isa A. Usman
External Examiner
TABLE OF CONTENTS
Title Page…………………………………………………………………………………………. i
Declaration Page…………………………………………………………………………………. ii
Acknowledgements...…………………………………………………………………................ iii
Dedication ...………………………………………………………………………….................. iv
Approval Page…………………………………………………………………………………… v
Table of contents………………………………………………………………………….... ….. vi
List of Tables…………………………………………………………………………………..... ix
Abstract…………………………………………………………………………………………... x
CHAPTER ONE: INTRODUCTION
Background to the Study…………………………………………………………………. … 1
Statement of the Problem……………………………………………………………………. 5
Research Objectives …………………………………………………………………………. 5
Research Questions ………………………………………………………………………….. 6
Hypothesis ……….……………………………………………………………………........... 6
Significance of the Study…………………………………………………………………...... 7
Scope of the Study………………………………………………………………………….... 7
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction ………………………………………………………………………………….. 8
2.2 Concept of Information and Communication Technology (ICT)…………………………... 10
2.3 Utilization and Extent of Utilization of ICT……………………………………………....... 11
2.4 Theoretical review………………………………………………….………………………. 13
2.5 Review of Empirical Studies…………………………………………………………... ….. 24
2.6 Summary of Literature Review………………………………………………………......... 25
CHAPTER THREE: RESEARCH METHOLOGY
3.1 Introduction ………………………………………………………………………………… 26
3.2 Research Design……………………………………………………………………….......... 26
3.2 Area of Study………………………………………………………………………….......... 26
3.3 Population of the Study……………………………………………………………………... 27
3.4 Sampling Technique and Sample Size……………………………………………………… 27
3.5 Instrument for Data Collection……………………………………………………………... 27
3.6 Validity and Reliability of Instrument………………………………………………............ 28
3.7 Method of Data Collection…………………………………………………………………. 28
3.8 Method of Data Analysis…………………………………………………………………… 28
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION
4.1 Introduction…………………………………………………………………………………. 29
4.2 Presentation of Results………………………………………………………………..…….. 29
4.3 Null Hypothesis…………………………………………………………………………….. 32
4.4 Discussion of the Findings..………………….……………………………………………... 34
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction…………………………………………………………………….…………… 39
5.2 Summary of Findings………………………………………………………….……………. 39
5.3 Conclusion..……………………………………………………………………………........ 39
5.4 Recommendation………………………………………………………………………........ 40
5.5 Limitation…………………………………………………………………………………… 41
5.6 Suggestion for Further Study……………………………………………………………….. 41
REFERENCES…….…………………………………….…………………………………….. 43
APPENDEX................................................................................................................................. 47
List of Tables
4.1: Extent of Utilization of ICT Teaching Facilities by Lecturers in ATBU Bauchi…………...30
4.2: Influence of lecturer’s qualification on extent of utilization of ICT………………………...31
4.3: Influence of Gender on Extent of Utilization of ICT in ATBU……………………………..32
4.4: Summary of ANOVA on influence of lecturer’s qualification on extent of utilization of ICT facilities……………………………………………………………………………………. 33
4.5: Summary of t-test result on Influence of Gender on Extent of Utilization of ICT in ATBU.34
Appendix A: Extent of ICT Teaching Facilities Utilization Questionnaire (EITFUQ)………….47
Appendix B: Population of Teaching Staff of ATBU Bauchi…………………………………...48
Appendix C: Reliability Computation……………………………………………..…………….48
ABSTRACT
The study sought to determine the extent of utilization of information and communication technology (ICT) teaching facilities in Abubakar Tafawa Balewa University (ATBU), Bauchi, Bauchi State. The study adopted a descriptive survey research design. To carry out the study, three research questions and two null hypotheses were formulated. The population of the study comprised all the nine hundred and twenty-eight (928) lecturers in ATBU Bauchi. Sample size of the study is two faculties with 108 lecturers selected across the faculties of the university using simple random sampling technique. The instruments used in gathering data for this study is structured questionnaire titled “Extent of ICT teaching facilities utilization questionnaire (EITFUQ). The instrument was validated by four (4) experts and research supervisor in the department of science education, ATBU, Bauchi to check the suitability and clarity of these items. The instrument (EITFUQ) waspilot tested on ten (10) Lecturers from the faculty of Technology Education. Cronbach Alpha reliability coefficient was computed for the pilot tested data which yielded a reliability index of 0.768 which was high enough for the study. In order to collect data, the researcher personally administered the questionnaires to the sampled faculties. This was to guarantee maximum return of the instrument for analysis. Data were analyzed using mean and standard deviation to answer the three research questions. On the other hand, ANOVA was used to test the null hypotheses 1 and t-test was used to test null hypothesis 2 respectively at 0.05 level of significance by SPSS version 22. The results of the findings indicate among others that lecturers utilized the ICT teaching facilities to a medium extent level in ATBU. There is no significant difference in the mean ratings of lecturers based on qualification and gender on Extent of utilization of ICT facilities. Therefore, from the findings, recommendation was proffered that there is need for lecturers to press forward until high extent level of utilization of ICT teaching facilities is achieved. However, it was concluded that qualification and gender is not an influencing factor on the extent of utilization of ICT teaching facilities in ATBU Bauchi.
CHAPPTER ONE
Background to the Study
Information and communication technology (ICT) is a globally common innovation that has tremendously influenced development of all human endeavours. The emergence of information and communication technology (ICT) has totally revolutionize the way we access, process, store, retrieve and disseminate information within organizations or across the globe whether it is in vocal, pictorial, textual, numeric, or macro electric based hence, ICT is now a topical issue in Nigeria (Ubulom, Enyekit & Onuekwa, 2011). It is not relatively new in this part of the world, because ICT encompass a range of technologies and application system of microprocessors that have had profound impact on the society and its way of life. Adebayo and Adesope (2007) described ICT as scientific, technological and engineering discipline and the management technologies used in the handling of information, processing and application related to computers. ICT is a relatively recent instrument in the power behind globalization and the underpinning issues.
Information and communication technology is daily giving rise to new concepts, new ideas
and making impact not only in the education sector but also in the industries/businesses and has simplified education through the utilization of electronics media, internet and among others. For example, people can communicate with others in different countries using technologies such as instant messaging and Video conferencing. Social networking websites like Facebook, whatsapp, twitter allow users from all over the world to remain in contact and communicate on a regular basis. Modern information and communication technologies have created a global village, in which people can communicate with others across the world as if they were living next door. For this reason, ICT is often studied in the context of how modern technologies affect society in which the school is one of the institutions that society depends on for change in behavior of people that makes the society. This cannot be achieved without utilization of information and communication technology facilities.
Adesope and Adebayo (2007) stated that information and communication technology is a medium through which students can observe the real-life implication of technology and communication. ICT has many tools which help in facilitating information in achieving the efficient educational system. Adesope and Adebayo (2007) explained further that the introduction of ICT usage integration and diffusion has ushered a new age in educational methodologies. Thus, it has radically changed traditional method of information delivery and usage patterns in the domain as well as offering contemporary learning experience for both instructors and students.
Eynon (2006) reported that students become more aware about how to learn when using ICT tools. ICT has also changed the relationship between teacher and students. The idea of sharing knowledge and the capability of using ICT has helped students in the better communication and access to information. ICT has enhanced students’ curiosity and motivation which has forced the teacher to seek more knowledge. It is widely acknowledged that ICT facilities can be used to improve the quality of teaching and learning. Adekunmisi (2009) stated that the development of ICT has brought in more spectacular phenomenon of knowledge explosion. Information can now be generated, stored, retrieved and transmitted at a great speed through ICT. According to Mudrak (2004), the common ICT tools are; computer, video and cassette, projectors, internet, camera, television. These are tools designed, built and installed, to serve a specific function. In this context of this study we agreed with Ugwu and Oboegbulem (2011) stated that ICTs in education encompasses a great range of rapidly evolving technologies such as desktops, notebooks, digital camera, local area network (LAN), the internet, the World Wide Web (WWW), CD Rom, DVDs, applications spread sheets, tutorials, simulations, electronic mails, digital libraries, computer mediated conferencing, video conferencing and virtual reality. The ICT facilities are equipments provided for a particular purpose. They are; Desktop/Laptop Computers, Handhelds/Tablets computers, iPad/other Mobile devices, Smart/Interactive White Board (e.g. Triumph Board, Genee touch e.c.t), Digital Camera, Hard Disk Drive, CD/DVD, Digital Signage and Video conferencing facilities (e.g. NgREN), among many. Studies have showed that these ICT facilities are available in some universities (Egomo, Enyi & Tah, 2014), while in some universities, they are not available Odequate Utoware, (2014). However, study by Balarabe & Nannim (2018) has showed that these facilities are available in ATBU. Since these facilities are available in ATBU, they are expected to be judiciously utilized for teaching purposes, yet no study has appeared to have specifically targeted in investigating the extent to which these facilities are utilized.
Moreover, there are some factors that influence lecturers’ extent of utilization of ICT in teaching in Nigeria. Factors such as educational qualification of lecturers, age, gender, educational experience, school location and attitude towards technologies can influence the utilization of ICT (Schiller, 2003). However, this study is interested in factors such as the educational qualification of lecturers and gender and how they influence utilization of ICT in teaching. Lecturer’s qualification on utilization of ICT facilities is the mark of academic attainment of a lecturer on pedagogical knowledge of contents, methods and materials that promote teaching towards a better academic outcome (Onyishi, 2015). Lecturer qualification is the professional, educational or vocational growth of a lecturer acquired through training in a formal educational institution which determines the skills, knowledge of subject matter, competence and experiences of the teacher in a particular field of education. It is a programme of study successfully completed by a lecturer which exposes him/her to pedagogical knowledge of skills, subject matter, methods and materials as to be able to perform efficiently and effectively in the field of study he or she specializes (Asiwe, 2012). However, it is not certain whether lecturers’ qualification influences the extent of utilization of ICT facilities in teaching.
Gender is another important factor that could influence lecturers’ utilization of ICT facilities in teaching. Gender according to Eddy, Brownell and Wenderoth (2014) is a socio-cultural construct, a category that sorts and organizes social relationships between human male and female. Gender differences and the use of ICT have been reported in several studies. However, studies concerning teachers’ gender and ICT use have cited female teachers’ low levels of computer use due to their limited technology access, skill, and interest (Volman & Van Eck, 2001). Research studies revealed that male teachers used more ICT in their teaching and learning processes than their female counterparts (Kay, 2006; Wozney, venkatesh & Abrami, 2006). Conversely, Yukselturk and Bulut (2009) state that gender gap has reduced over the past years. The authors reiterate that presently, a greater number of females than males have used internet and web technologies. However, some studies revealed that gender variable was not a predictor of ICT utilization in teaching (Norris, Sullivan, Poirot & Soloway, 2003). These controversies on the influences of gender on lecturers’ utilization of ICT in teaching makes this study necessary. This is because, it is not certain whether the situation of being male or female influence lecturers’ utilization of ICT in teaching.
Statement of the Problem
The 21st Century is characterized by information explosion. This is facilitated by the development of ICT facilities. The world has become a global village courtesy of ICT facilities, therefore facilities like; Desktop/Laptop Computers, Handhelds/Tablets computers (iPad)/other Mobile devices, Digital Camera, Digital Signage and Video conferencing facilities (e.g. NgREN), among many have to a larger extent improved information dissemination. The teaching staff must keep themselves with this pace of development in order to make the school system to conform to the modern development. With the tremendous contributions and impacts of ICT in our world and especially in teaching, it is therefore pertinent to look into the extent of utilization of ICT facilities by lectures in our tertiary institutions. This is to enable our students compete with their counterparts in other parts of the world. It is therefore against this background that this study aims at investigating the extent of utilization of ICT facilities by teaching staff of Abubakar Tafawa Balewa University (ATBU), Bauchi, since every high institution of learning appeared to have a unique problem with respect to this topic.
1.3 Research Objective
The objective of this study is to examine the extent of utilization of ICT facilities for teaching in ATBU Bauchi. Specifically, the study shall:
examine the extent Lecturers utilize ICT facilities for teaching in ATBU Bauchi.
determine the influence of lecturer’s qualification on extent of utilization of ICT in ATBU Bauchi.
ascertain the influence of gender in the extent of utilization of ICT by lecturers in ATBU Bauchi.
1.4 Research Question
The following research questions were raised to guide the study as:
What is the extent Lecturers utilization of ICT facilities for teaching in ATBU?
What is the influence of lecturer’s qualification on extent of utilization of ICT in ATBU?
What is the influence of gender on extent of utilization of ICT by lecturers in ATBU?
1.5 Hypotheses
Two null hypotheses were formulated to guide the study;
H01: There is no significant difference in the mean ratings of lecturers based on qualification on Extent of utilization of ICT teaching facilities in ATBU.
H02: There is no significant difference in the mean ratings of male and female lecturers on Extent of utilization of ICT teaching facilities in ATBU.
1.6 Significance of the Study
This study on the extent of utilization of ICT teaching facilities by teaching staff of ATBU has both theoretical and practical significance. The theoretical significance of this study is hinged on the social learning theory by Bandura (1977) and the Constructivists’ theory of Vygotsky (1978). The Social Learning Theory by Bandura states that learning takes place through imitation, identification, modeling and social interaction. This theory relates to the present study because teachers can use ICT in teaching by imitating other teachers who used it or by identifying with advanced countries of the world. On the other hand, Vygotsky’s constructivist theory believes that learning takes place by personal construction of the learner through active involvement in the pedagogy. Utilization of ICT in teaching by the teaching staff could bring about direct involvement of teachers and students in the teaching process. The practical significance of this study is that the research would be beneficial to teaching staff as having direct access to ICT facilities to strive to utilize the facilities in teaching in this 21st century when the world is going technological and world class job skills like ICT compliance is needed. This when done, would enhance ICT utilization capacities of teachers at level of education in Nigeria. The institutions (School) would benefit from the findings of this study because it would enable them to see the level or extent in which ICT have been utilized in teaching as to maintain the level or pressed forward. Finally, students would benefit from the findings if teaching staff utilize ICT facilities in teaching, the classroom would be lively and boredom free as most abstract concepts would be practically dealt with. This could also enhance students’ achievement and interest in most courses.
1.7 Scope of the Study
The content scope of the study will be limited to ascertaining the extent of utilization of ICT facilities in teaching purposes in ATBU Bauchi. Therefore, only the teaching staff of ATBU Bauchi constituted the population of the study.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
The literature related to the present study is reviewed in this chapter. The review is presented under the following sub- headings: Concept of Information and Communication Technology (ICT), Utilization and Extent of Utilization of ICT, Theoretical review, Review of Empirical Studies and Summary of Literature Review.
2.2 Concept of Information and Communication Technology (ICT)
ICT is an acronym for information and communication technology. According to Egomo, Enyi and Tah (2012) ICT is usually expressed mathematically as computer + telecommunication = information technology. ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form (Yusuf, Bashir & Dare, 2013). According to Hornby (2004), Information and Communication Technologies (ICTs) are electronic technologies used for information storage and retrieval. Gannon (2004) and Yunus (2007) describe ICT as a complex varied set of goods, applications and services used for producing, distributing, processing, transforming information (including) telecoms, TV and radio broadcasting, hardware and software, computer services and electronic media. Ozoji and Jimoh (2007) refers to ICT as the handling and processing of information (texts, images, graphs, instruction etc) for use, by means of electronic and communication devices such as computers, cameras, telephone. Ofodu (2007) also refers to ICT as electronic or computerized devices, assisted by human and interactive materials that can be used for a wide range of teaching and learning as well as for personal use. Adeleke (2005) views ICT as a cluster of associated technologies defined by their functional usage in information access and communication. Ogunsola (2005) refers ICT as an electronically based system of information transmission, reception, processing and retrieval which has drastically changed the way we think, the way we live and the environment in which we live. In another related view, Bandele (2006) states that ICT is a revolution that involves the use of computers, internet and other telecommunication technology in every aspect of human endeavors. It is processing and sharing of information using all kinds of electronic device, an umbrella that includes all technologies for the manipulation and communication of information (Ajayi & Ekundayo, 2009). Information and communications technology refers to a systematic process of gathering, processing, storing, sending and retrieving of information through the print, broadcast, computing and telecommunications media (Onwuagboke & Ukegbu, 2010). Ugwu and Oboegbulem (2011) state that ICTs in education encompasses a great range of rapidly evolving technologies such as desktops, notebooks, digital camera, local area network (LAN), the internet, the World Wide Web (WWW), CD Rom, DVDs, applications spread sheets, tutorials, simulations, electronic mails, digital libraries, computer mediated conferencing, video conferencing and virtual reality. ESCAP (2000) in its own definition defined ICT as techniques people use to share, distribute, and gather information and to communicate through computers and computer networks. ICT could be seen as a complex varied set of goods, applications and services used for producing, distributing, processing, transforming information (including) telecoms, TV and radio broadcasting, hardware and software, computer services and electronic media in teaching and learning exercise. ICTs are technologies that enable an individual to tap any data or information in any outside data bank called a network, a collection of hardware and software that enables a group of computers to communicate with each and allows network users to share resources in computer network. Information and Communication Technology are computer based tools used by people to work with information and communication processing for the needs of an organization. It covers computer hardware, software, the network and other digital devices like video, audio, camera and so on which convert information (text, sound, motion etc) into digital form. Currently, there are different ICT facilities that can be used in teaching. ICT devices for teaching and learning include Computer, Internet, Power Point, Television, Overhead Projectors, Camera, Radio Cassette, Video Tape, Audio Cassette, Audio CD, World Wide Web (WWW), Telephone, etc. The various ICT facilities used in the teaching learning process in schools include; radio, television, computers, overhead projectors, optical fibers, fax machines, CD-Rom, Internet, electronic notice board, slides, digital multimedia, video/ VCD machine and so on, Ofodu (2007). Some of the examples of ICT tools according to Akuegwu et al (2011) include computer lap tops, video machines, multimedia projectors or power points, digital cameras, internet facilities, computer network, telephone (GSM and land phones), e-library, television, programmed, data base among others. ICT resources capable of being used in teaching and learning include but are not limited to the following; radio, radio-cassette recorders, televisions, computer, multi-media projectors, fax machines, optic fibers, CD- Rom, internet, electronic notice boards, interactive white boards, slides and slide projectors, overhead projectors, video players and VCDs etc (Adeyemi & Olayele, 2010).
2.3 Utilization and Extent of Utilization of ICT
Utilization refers to process of using an object for a purpose. According to Hornby (2001) utilization is the process of using something or materials for practical purposes. It refers to the act of using objects, events or substances in improving a situation or practice. Amalu (2015) defines utilization as the process of using objects to improve educational practice.
Utilization of ICT in teaching then refers to the process of using ICT devices in improving the practice of teaching. It could be seen as the process of using ICT facilities in improving teaching and learning. According to Ajayi (2008), utilization of ICT facilities, involves various method which include systematized feedback system, computer-based operation/network, video conferencing and audio conferencing, internet/ world wide websites and computer assisted instruction. ICT utilization is the presentation and distribution of instructional content through web environment (e-teaching) to support learning and communication (Yusuf, 2005). Observation has shown that there are no functional internet facilities in most of the institutions (Ekundayo, 2009). This appears to hinder the extent of lecturers’ exposure to the use of ICT in teaching. Lecturers’ inability to apply ICT in lecturing school courses in our higher institution is one of the problems militating against effective implementation of education curriculum.
ICT literature has indicated that when it is appropriately utilized, it constitutes potent facilities for enriching traditional means of teaching, learning and conducting research. Lopez (2003), asserts that ICTs have provided innovative opportunities for teaching and learning and they have engendered advances in research about how people learn, thereby bringing about re-thinking the structure of education. The author further reiterates that ICT can be used to improve the quality of teaching and learning in any institution. ICTs are fast becoming natural part of man’s daily life, thus, their use in education by staff in teaching and learning process are becoming a necessity. The economic commission for African indicated that the ability to make use of ICT effectively is a necessity and no more a luxury for proper development economically, socially, politically, educationally and in all fields of human endeavours. It is therefore unfortunate that most African countries are lagging behind in the effective utilization of ICT, especially in teaching and learning process.
2.4 Theoretical Review
Social learning theory (Bandura, 1977) believes that learning takes place through identification, modeling, labeling, imitation and social interaction. Thus, the focus of the social learning theory is on social interaction which the theory addresses two main questions; what kinds of learning occur in typical forms of social interactions? How does the behaviour of one person influence the behaviour of another in a group process? The social learning theory assumes that the learner is expected to give regard to approvals and disapprovals of others in social interaction. Social learning theory posits that learning is a cognitive process that takes place in a social context. It emphasizes the importance of observing and modeling behaviours, attitudes and emotional reactions of others. Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behaviours are learned observationally through modeling. From observing others one forms an idea of how new behaviours are performed and on later occasions this coded information serves as a guide for action. This explains human behaviour in terms of continuous reciprocal interaction between cognitive, behavioural and environmental influences.
The relationship between this theory and the present study is that it explains the extent of utilization of ICT in teaching. When a teacher utilizes ICT in teaching, his/her students will imitate him/her or may identify with the action of ICT utilization. Likewise, if a teacher does not want to utilize ICT in teaching, his/her disposition towards ICT could affect the students. For example, students in rural area can imitate teachers in rural areas and students in the urban areas can imitate teachers in the urban areas with reference to ICT utilization in teaching and learning process. On the other hand, teachers in rural or urban area may chose not to use ICT in teaching because their counterparts do not use it in teaching. However, the findings of this could either support the postulation of social learning theory about learning by modeling or identification or refute it.
Constructivist Theory (Vygotsky, 1978) advocated learning through direct involvement of the learner in the teaching and learning process. The theorists believe that teaching and learning are best done through interaction. To the constructivists, teachers cannot transfer intact knowledge from their heads to the learner but knowledge is constructed by the learner through direct participation in the teaching and learning process. Hence, effective teaching and learning occur, only when the teacher allows the learner to develop, construct and accommodate meaning in a context that builds on their prior knowledge. The relevance of the constructivist theory to the present study on the extent of teachers’ utilization of ICT in teaching is that ICT devices could facilitate participatory teaching and learning process. The teacher can project issues of law making process, party system, democratic processes and pressure groups to the students when he/she wants to teach Government as a subject. Showing the people that make laws, engaging in political activities, organizing peaceful protest to enable the government yield to the demands of their groups and people voting in an election could make the teaching more practical and learner-oriented than telling the students anything about law making, party system, pressure groups and democratic processes respectively. This practice of showing the learners many things about the politics in a body polity and how they are done could foster learning more than telling the students about the concepts by the teacher without interactive instructional media (ICT).
This suggests that teachers’ utilization of ICT could affect teaching and learning. However, the findings of this study would either refute or support the constructivists’ theory of learning.
2.5 Review of Empirical Studies
This section reviews some related studies on the problem under study.
Utoware (2014) carried out a study on the extent of utilization of information and communication technology in business education: implication for effective instructional delivery. The study examined the extent of utilization of ICT tools in Business Education and its implication for effective instructional delivery. The study employed the descriptive survey design. Two research questions were raised and one null hypothesis was formulated to guide the study. A population and sample comprised all the one hundred and fifty (150) Lecturers of Business Education in the public tertiary institutions (Colleges of Education, Polytechnics and the University) in Delta State. Data were collected through a ten-item structured questionnaire for each research question with a five point Likert-type rating scale. The questionnaire was duly validated and reliability coefficient was established at 0.83 using Cronbach Alpha test. The analysis of data collected was done using mean and standard deviation and analysis of variance (ANOVA) was used at 0.05 level of significance for testing the null hypothesis. The study found out that the extent of utilization of ICTs in teaching business education was very low. However, the highlighted study differs significantly with the present study in the following ways; the reviewed work focused on extent of utilization of information and communication technology (ICT) in Business Education and its implication for effective instructional delivery while the present study will focus on extent of utilization of ICT facilities in teaching of all courses study in ATBU; the highlighted study used population and sample comprised all the one hundred and fifty (150) Lecturers of Business Education in the public tertiary institutions (Colleges of Education, Polytechnics and the University) in Delta State while the present study will use Nine hundred and twenty eight lecturers (928) in single institution ATBU Bauchi. The highlighted study used only two research questions and one null hypothesis to guide study while the present study will use three research questions and two null hypotheses guide the study. The highlighted study was conducted in Delta State while the present study will be conducted in Bauchi State.
Egomo, Enyi and Tah (2012) carried out a study on availability and utilization of ICT tools for effective instructional delivery in tertiary institutions in Cross River State, Nigeria. The design of the study was a descriptive type using survey method. The population was lecturers in tertiary institutions in Cross River State. Three institutions were selected along the line of federal, state and private ownership to give the require spread. Random sampling technique was used to select 300 lecturers from the three (3) tertiary institutions with Unical 150, CRSCOE (A) 100 and NUG Polytechnic 50 lecturers. The instrument for data collection was a questionnaire titled Availability and Utilization of ICT tools for effective instructional delivery questionnaire (ICTTTEIDQ.). The reliability was tested using the split-half method. Here the responses on the items are pooled and split into their odd and even numbers and are correlated and a reliability of 0.89.The questionnaires were administered with the help of the research assistant with a 100% return rate. All the data were analyzed using percentages. The results obtained revealed that availability and utilization of ICT tools for effective instructional delivery is significantly low. Cyber Cafes, internet connectivity and use of lap tops is a common phenomenon among institutions and lecturers. Competence in the use of ICT tools among lecturers is discouraging. However, lecturers from University of Calabar differed significantly with their counterparts from Nuga Poly and COE (A) in terms of utilization and competence of ICT tools. The highlighted study investigated the extent of utilization of ICT in teaching in tertiary institution also the present study will investigate the extent of utilization of ICT in teaching in tertiary institution that shows there relationship and both the reviewed study and the current study and did not focus on a specific discipline in tertiary institutions. This means that the method of the highlighted study could facilitate the present study. However, the reviewed study and the present study differs, The questionnaires were administered with the help of the research assistant while present research questionnaire will administer personally by the researcher, the reviewed study was conducted in three (3) tertiary institutions in Cross River State while the present study will be conducted in a single institution ATBU Bauchi State. In the reviewed study all the data were analyzed using percentages while the present study will use mean and standard deviation for data analysis.
Okechukwu (2016) conducted a study title; extent of utilization of information and communication technology in teaching of government in senior secondary schools in awka education zone. The study sought to determine the extent of utilization of information and communication technology (ICT) in teaching of government in senior secondary schools in Awka education zone, Anambra State. The study adopted a descriptive survey design. To carry out the study, six research questions and six null hypotheses were formulated. The instruments used in gathering data for this study are Checklist on Available ICT Facilities for Teaching Government (CAICTFTG) and a structured questionnaire entitled Extent of Teachers’ Utilization of Information Communication Technology Questionnaire (ETUICTQ). The instruments (CAICTFTG and ETUICTQ) were trial tested on 30 research subjects from schools other than the ones sampled for the study. The reliability of the instruments was determined using Cronbach Alpha statistics and overall reliability index of 0.81 was obtained which was high enough for the study. The population of the study comprised all the one thousand, seven hundred and ninety-nine (1,799) teachers in Awka Education Zone. Multistage sampling procedure was adopted for the sampling through the use of stratified, proportionate and simple random techniques. In order to collect data, the researcher with the help of two research assistants made personal visits to the sampled public secondary schools. This was to guarantee maximum return of the instrument for analysis. Data were analyzed using mean and standard deviation to answer the six research questions. On the other hand t-test was used to test the null hypotheses 1, 2, 3, 5, and 6; ANOVA was used to test null hypothesis 4 respectively at 0.05 level of significance. The results of the findings indicate among others that ICT facilities for teaching of Government in senior secondary schools in Awka Education zone are available to a low extent, although computers are available to a high extent; ICT facilities are utilized to a low extent in teaching of Government in senior secondary schools in Awka Education zone. There is no significant difference in the mean ratings of male and female teachers on the current ICT facilities available for teaching of Government in senior secondary schools in Awka Education zone. It was concluded among others that adequate provision of ICT facilities by the government and other stake holders in education could facilitate ICT utilization for effective teaching of Government as a subject in senior secondary schools and the study shows that gender and qualification do not influence the utilization of ICT in teaching of Government in senior secondary schools in Awka Education
zone. The reviewed will differ with the present study as: the study was carried out in secondary school while the present study will be conducted in tertiary institution; the reviewed study was conducted using specified field of discipline that is ICT in teaching Government as subject of study which is its limitation and the present study will fill that gap. Multistage sampling procedure was adopted for the sampling through the use of stratified, proportionate and simple random techniques while preset study will use only simple sample random technique. The reviewed research was conducted in Awka education zone, Anambra State while the present research will be conducted in ATBU Bauchi, Bauchi State.
Adelabu and Adu (2014) conducted a study on assessment of accessibility and utilization of information and communication technology (ICT) for effective teaching of biological science in secondary schools. The study investigated information and communication technology (ICT) accessibility and utilization for effective teaching of biological science in secondary schools in Ibadan-north Local Government Area of Oyo State. The study adopted the descriptive survey design. A total number of 72 biological science teachers were purposively drawn from 25 randomly selected secondary schools in the state, in which 43 were males and 28 were females. A 20 item questionnaires titled Information and Communication Technology Facilities Accessibility Questionnaire (ICTFAQ) and Information and Communication Technology Facilities Utilization Questionnaire (ICTFUQ) were designed for data Collection. A split-half method was used with a pilot group of 12 biological science teachers from neighboring communities in the state to derive the reliability coefficient of 0.86 using the Spearman Brown formula. The questionnaires was administered by the researchers assisted by two research assistants who were specifically trained and instructed on the manner in which the instrument was to be administered. The data gathered from the study were analyzed using the mean (x) standard deviation as statistical tools. The results revealed that ICT facilities were not available, and accessed by teachers in secondary schools in Ibadan-north. In addition, it was revealed that biological science teachers in these schools do not also have the proper skills required to utilize ICT for effective teaching of the subject. Thus, the reviewed study could facilitate the present study. However, the highlighted study differs significantly with the resent study in the following ways; the reviewed work focused on assessment of accessibility and utilization of information and communication technology (ICT) for effective teaching while the present study will focused on extent of utilization of ICT facilities in teaching; the highlighted study was conducted using biological sciences while the present study will be conducted using the general courses study in Abubakar Tafawa Balewa University Bauchi; the highlighted study was conducted in Ibadan-North LGA of Oyo State while the present study will be conducted in Abubakar Tafawa Balewa University Bauchi, Bauchi State.
Amuchie (2015) carried out a study on availability and utilization of ICT resources in teaching and learning in secondary schools in Ardo-Kola and Jalingo, Taraba State. Descriptive survey research design was adopted for this study. The population for the study consisted of all the teachers and the principals of Secondary Schools in Ardo-kola and Jalingo. A sample size of 264 respondents made up of 240 teachers and 24 Principals was randomly selected from the 1,025 teachers in the secondary schools in Ardo-kola and Jalingo. A researcher-designed set of questionnaire was used to collect data for the study. The Cronbach Alpha was used to determine the reliability of the instrument and reliability coefficient of 0.85 was obtained. The researcher personally administered the questionnaire to the respondents and collected them on the spot to ensure high rate of return. Data was collated and analyzed using frequency counts and percentages. Results indicated that the extent of availability of ICT resources in secondary schools in Ardo-kola and Jalingo is very low. The extent of utilization of ICT resources in teaching and learning is equally very low. ICT resources were not available in the schools for the use of teachers and students for learning activities. It was also found out that many factors were perceived by the teachers and principals as constraints to the effective utilization of ICTs in teaching and learning in secondary schools. They include; poor power supply. Lack of adequately trained teachers in the use of ICTs in teaching, high cost of computers and accessories among others. The relationship between the reviewed study and the current study is that both of them have interest in testing the utilization of ICT facilities. This implies that the method of the highlighted study could facilitate the present study. However, the reviewed study and the present study differed because the reviewed study was on availability and utilization of ICT resources in teaching and learning in secondary schools in Ardo-Kola and Jalingo, Taraba State while the present study will be on the extent of utilization of ICT facilities in ATBU Bauchi, Bauchi State. The former used two local government areas for the study while the later will used a single school ATBU Bauchi, which is smaller in scope than the former. A sample size of 1,025 was used while the present study will use a sample size of 336.
In a related study, Eze and Aja (2014) carried out a study on availability and utilization of information and communication technology (ICT) in Ebonyi Local Government area of Ebonyi state: Implications for effective teaching and learning. Descriptive survey research design was used for the study. The total population of the study was 8,353 (225 teachers and 8128 students) from the fifteen (15) secondary schools in the study area, Ten (10) secondary schools were selected for the study. Simple random sampling technique was used to select ten (10) teachers and twenty six (26) Students each from the ten (10) selected secondary schools. Thus, a sample size of three hundred and sixty (360) respondents was used for the study. The instrument for data collection was researchers’ self structured questionnaire. Pearson’s Moment Correlation Co-efficient was used to calculate the reliability co-efficient of the pilot tests to get established reliability value of 0.78. The data collected were analyzed using mean scores. It was found among other things that ICT devices are not adequately utilized, personnel to operate ICT devices are not adequately trained and most of the ICT devices are not in good working condition in schools studied. The relevance of the reviewed study to the current study is that, the studies investigate extent of utilization of ICT facilities in teaching which the present intended to do so and also the extent of utilization of ICT facilities in general courses. This suggests that the method of the reviewed study could facilitate the present study. However, there are some differences between the reviewed study and the current study. The reviewed study was conducted in Ebonyi Local government of Ebonyi State while the present study will be conducted in Bauchi State. The reviewed study neglected the tertiary institutions in the area while the present will be conducted in tertiary institution even though different geographical location. The reviewed study used total population of the study as 8,353 teachers and the present study will use the population of 928 Lecturers. These formed the gaps the present study would fill as to contribute to knowledge in education.
Ogirima, Kabir, Onyinyechi and Bunmi (2018). Conducted a study title; the relationship among information and communication technology utilization, self-regulated learning and academic performance of prospective teachers. This study investigated the relationship among Information Communication Technology utilization, self-regulated learning and academic performance of prospective teachers. The ex-post facto design (correlation method) was employed for the study. The research subjects were 580 prospective teachers who were drawn using multi-stage sampling technique from University of Ilorin, Nigeria. Seven research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged “Information Communication Technology Utilization and Self-Regulated Learning Questionnaire (ICTUSRLQ)” was used for data collection. The instrument was administered on 60 selected prospective teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.79 that was obtained through the Cronbach’s Alpha formula. Data were analyzed with percentage, mean and rank order, t-test, Pearson Product Moment Correlation and multiple regression statistical tools. The findings revealed that prospective teachers have a high level of ICT utilization, self-regulation and academic performance; gender did not influence prospective teachers’ ICT utilization, self regulation and academic performance; there was a significant relationship between Information Communication Technology utilization and self-regulated learning and that there was a significant composite relationship among ICT utilization, self-regulation (elaboration, organization, critical thinking, meta cognition, peer learning and help seeking) and academic performance of prospective teachers. The researchers recommended that self-regulation training and ICT competence capacity building workshops should be organized for prospective teachers in University of Ilorin. The weakness of this study was that it only studied prospective teachers, even the gender investigated in the researched was those of prospective teacher and the present study will fill that gap by studying teaching staff. In reviewed the ex-post facto design (correlation method) was employed for the study while the present study will use descriptive design survey. The research was conducted in University of Ilorin, Nigeria, while the present research will be conducted in ATBU Bauchi, Bauchi State, Nigeria.
Bello (2015) conducted a study on effect of some teacher factors on the conduct of effective biology practical lesson in senior secondary schools in Sokoto metropolis. The study adopted a sample survey research design. The population of this study comprises of 32 senior secondary schools in Sokoto metropolis. This includes schools from science and technical education board, Arabic and Islamic education board, teachers’ service board, federal ministry of education and those owned by private organizations and individuals. The schools have a population of 93 biology teachers and 87,426 students. The researcher selects twelve (12) secondary schools out of the whole population in Sokoto metropolis using random sampling techniques. This represents 37. 5 percent of the populations, 34 biology teachers from the selected schools were chosen to represent the population of teachers, which represents 39.8 percent of teachers’ population. The study answered two research questions. The study used an instrument titled Laboratory Equipment Utilization Assessment Inventory (LEUAI) with reliability coefficient of 0.71. Data obtained from the field were analyzed using simple descriptive statistic of mean. The findings revealed that teacher qualification and experience affect his or her ability to use laboratory equipment in biology practical work. The relevance of the highlighted work to the present study is that both of them focus on the influence of teachers’ qualification on ICT utilization in teaching. This implies that the method of the reviewed study can facilitate the current study. However, the two studies differ in that Bello concerns the study with the effect 53 of some teacher factors on the conduct of effective biology practical lesson in senior secondary schools in Sokoto metropolis while the present study has part of its focus on the extent to which teachers’ qualification influences extent of utilization of ICT teaching facilities in ATBU Bauchi. This forms the gap the present study would bridge as to contribute to knowledge in education.
Buabeng-Andoh and Totimeh (2012) conducted a study on Teachers’ innovative use of computer technologies in classroom: A case of selected Ghanaian schools. It adopted a descriptive survey design. Questionnaires were distributed to 273 teachers in fourteen schools comprising 5 urban schools, 5 semi-urban schools and 4 rural schools. 241 were returned, and 231 valid questionnaires were used for data analysis, representing 84.6% of total questionnaires. Descriptive statistics, multivariate analyzes of variances, independent samples t-tests and multiple regression were used to analyze data. The findings indicated that more than half of the teachers surveyed reported “never” using computers for organizational, communicative and supportive purposes. 47.2% of the teachers survey reported using computers occasionally or frequently for instructional purposes. Also 45.1% of the teachers reported using computers occasionally or frequently for evaluative purposes, the multivariate result was not significant for gender, Wilks’ Lambda = .96, F = 1.74, df = (6, 224), p = .11, indicating no difference in the use of ICT between male and female teachers. However, when the results for the dependent variables were considered separately, the only difference to reach statistical significance was evaluative use: F (1, 229) = 4.885, p = .028 as shown in table 3. An inspection of the mean scores indicated that female teachers (mean = 1.73, Std = .787) reported using ICT for evaluative purpose significantly more than male teachers (mean = 1.58, Std = .689). The results revealed that male teachers have access to computers more than the female teachers, t (229) = 3.042, p = .003. The relationship between the highlighted study and present study is that the highlighted study is on teachers’ innovative use of computer technologies in classroom: A case of selected Ghanaian schools while the current study focuses on the extent of lecturers’ utilization of ICT in teaching in ATBU Bauchi, Bauchi State. Since both studies are interested in utilization of ICT devices, the method of the reviewed work could facilitate the present study. Also, the highlighted study investigated the influence of teachers’ sex on ICT utilization which the present study will be interested in also. However, the studies differ in that the highlighted study was conducted in Ghana while the current study will be conducted in Nigeria, Bauchi State precisely.
Moreover, studies concerning teachers’ gender and ICT use have cited female teachers’ low levels of computer use due to their limited technology access, skill, and interest (Volman & Van Eck, 2001). Research studies revealed that male teachers used more ICT in their teaching and learning processes than their female counterparts (Kay, 2006; Wozney, venkatesh & Abrami, 2006). Conversely, Yukselturk and Bulut (2009) state that gender gap has reduced over the past years. The authors reiterate that presently, a greater number of females than males have used internet and web technologies. However, some studies revealed that gender variable was not a predictor of ICT utilization in teaching (Norris, Sullivan, Poirot & Soloway, 2003).
2.7 Summary of Literature Review
The main purpose of this review is to examine various research studies that are relevant to this study. The review covers: The theoretical framework, conceptual framework, review of empirical studies and summary of review of literature. The review of literature reveals that ICT is an acronym which stands for information and communication technology. Information and communications technology is the collection, storage, processing, dissemination and use of information. It refers to as an electronically based system of information transmission, reception, processing and retrieval which has drastically changed the way we think, the way we live, the environment in which we live including teaching. Accordingly, social and constructivist learning theories tend to advocate practical teaching where the teachers can imitate one another in the use of technology for teaching. However, some scholars in the review of literature tend to believe that ICT devices have been provided in certain institutions of learning but teachers are not ICT compliant. The scholars in the reviewed literature seem to accept that ICT utilization in teaching could make teaching and learning very interesting and interactive and could enhance students’ interest on subject being taught. Scholars seem to believe that the utilization of the ICT devices in teaching is centered on the learner. The findings revealed that teacher qualification and experience affect his or her ability to utilized ICT facilities, and finding also revealed that no difference was established between male and female student-teachers’ attitudes and use of ICT This suggests that teachers may teach better when ICT devices are utilized in the pedagogy. In all, the researcher believes that when this study is successfully completed, it would enhance utilization of ICT in teaching.
CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter presents the procedures used for the study. It discusses the Research design of the study, Area of the study, population of the study, sample and sampling techniques, instrument for data collection, method of data collection and method for data analysis together with validation and reliability of instrument.
3.2 Research Design
A descriptive survey research design was used for this study, because it is used to investigate problems in a realistic setting. A survey research is a research method where target group of a population is studied by collecting and analyzing the data from a sample or items considered being good representatives of the entire group (Goro, 2012). This design was suitable for this study because it looked with intense accuracy at the phenomena in the question and describes exactly what the research sees on the group in terms of facilities.
3.3 Area of the Study
The research was conducted in Abubakar Tafawa Balewa University Bauchi. Bauchi State is one of the States in the North East geopolitical zone of Nigeria. Abubakar Tafawa Balewa is the Federal University and is situated in the State capital of Bauchi State with six (6) faculties and one (1) college.
3.4 Population of the Study
The target population of this study consisted of 928 lecturers from the six (6) faculties and one (1) college Abubakar Tafawa Balewa University, Bauchi. See appendix for table of population.
3.5 Sampling Technique and Sample Size
Two faculties were purposely selected and simple random sampling technique was used to select respondents for the study. This is because any lecturer selected has equal chance of being selected for the research and it permits the researcher to have a representation from the teaching staff of all the two faculties.
3.6 Instrument for Data Collection
A structured questionnaire titled “Extent of ICT teaching facilities utilization questionnaire (EITFUQ) was used for collecting the data from the respondents. The EITFUQ is seventeen (17) items questionnaire on a four-point rating scale. The scales are; 1=Not at all, 2=Few Times a Month, 3=Few Times a Week and 4=Almost Every Day. This instrument was developed by Balarabe & Nannim (2018) through a review of literatures related to extent of utilization of ICT facilities in universities (see Appendix A).
3.7 Validity and Reliability of the Instrument
The instrument was subjected to face validity. The instrument was given to four (4) experts and research supervisor in the department of science education, ATBU, Bauchi for necessary correction in order to ascertain its face content validity before it was administered to the respondents. To ascertain the reliability of the instrument, the research instrument was pilot tested on ten (10) Lecturers from the faculty of Technology Education. Cronbach Alfa reliability coefficient was computed for the pilot tested data which yielded a reliability index of 0.768. Hence the instrument is considered reliable.
3.8 Method of Data Collection
As Emaikwu (2015) said, “When face to face questionnaire is administered it ensures that the researcher is available to explain any point the respondent may not understand very well. Misunderstanding is eliminated and ensures that the actual individual for whom the questionnaire is meant for is indeed the one who completes it. Therefore, the instrument for data collection was administered to the respondents through personal contact by the researcher to give room for explanation of some items if the need arises.
3.9 Method of Data Analysis
The data gathered from questionnaire (EITFUQ)) was analyzed using mean, standard deviation, t-test and ANOVA.
Research questions was analyzed using mean and standard deviation, where limits for decision was based on three (3) levels thus; "high Extent", "medium Extent" and "low Extent" as given by the equation
This equation is used to summarize data to provide simple indication of the level of the mean associated with each response (Alharbi, 2014). Therefore, the mean rating of 1 to 2 is defined as "low extent", 2.1 to 3 as "medium extent" and 3.1 to 4 as "high extent".
H01: was analyzed using ANOVA while
H02: was analyzed using t-test.
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.1 Introduction
This chapter focuses on data presentation and analysis. The presentation is done in tables based on the research questions and hypotheses that guided the study.
4.2 Presentation of Result
The data collected from the respondent was analyzed based on the research questions as follows:
4.2.1 Research Question One:
To what extent do lecturers utilize ICT facilities for teaching in ATBU?
To examine the extent to which the ICT teaching facilities are utilized by lecturers in ATBU Bauchi, the mean and standard deviation were computed. The three levels for decision taking are; LE=Low Extent (1-2), ME=Medium Extent (2.1-3), HE=High Extent (3.1-4).
Research Question One was answered using the data presented in table 1 below
Table 1: Extent of Utilization of ICT Teaching Facilities by Lecturers in ATBU Bauchi
S/N
Items
Mean
SD
Decision
1
Desktop/Laptop Computers
3.57
0.75
HE
2
Handhelds/Tablets computers (iPad)/other mobile devices
3.47
0.81
HE
3
Electronic/ Smart Board (Triumph Boarsd, Genee touch e.t.c)
1.49
0.57
LE
4
Digital Camera
1.49
0.57
LE
5
Hard Disk Drive (External)
2.85
0.82
ME
6
Flash Drive
3.02
0.80
ME
7
CD/DVD
2.74
0.89
ME
8
Internet
3.62
0.56
HE
9
University Website
3.19
0.78
HE
10
E-mail (Gmail, Yahoo Mail e.t.c)
3.23
0.71
HE
11
Digital Signage
1.25
0.46
LE
12
Video conferencing facilities (e.gNgREN)
1.27
0.45
LE
13
Microsoft Office Packages (Ms Word, Ms Excel, Ms PowerPoint, Ms Access)
2.89
0.95
ME
14
Statistical Packages (e.gMinitap, SPSS, MSTAT)
1.49
0.57
LE
15
Graphic Packages (e.g. Adobe Photoshop, Corel Draw, AutoCAD)
1.49
0.57
LE
16
Learning Management Systems (e.g Google Classroom, Moodle)
1.48
0.60
LE
17
Programming/ Simulation Software (C, C++, Java, Matlab, e.t.c.)
1.34
0.50
LE
Cluster Mean
2.36
0.29
Key:SD=Standard Deviation, N=Total Number of respondents=108, LE=Low Extent, ME=Medium Extent, HE=High Extent.
Table 1 above shows that items 1, 2, 8, 9 and 10 had mean rating within the range of 3.10-4.00. This means that there is high extent of utilization of ICT teaching facilities of these listed items by lecturers in ATBU. Items 5, 6, 7, and 13 had mean ratings within the range of 2.1-3.09, which means that there is medium extent of utilization of ICT teaching facilities of these listed items in ATBU, while, items 3, 4, 11, 12, 14, 15, 16 and 17 had mean rating within the range of 1.00-2.09. Meaning there is low extent of utilization of these facilities or not being utilized at all. In general, the items had a cluster mean score of 2.36 which fells under the mean range of Medium Extent. Therefore, it could be said that lecturers utilized the ICT facilities for teaching purposes in Medium extent level in ATBU.
4.2.2 Research Question Two:
What is the influence of lecturer’s qualification on extent of utilization of ICT?
To determine the influence of lecturer’s qualification on extent of utilization of ICT in ATBU Bauchi, the mean and standard deviation were computed from the responses of the respondents of the questionnaire.
Table 2: Influence of lecturer’s qualification on extent of utilization of ICT
Qualification
N
Mean
Std. Deviation
Ph.D
15
2.4431
.39639
Masters Degree
76
2.3483
.27503
Bachelor's Degree
17
2.3149
.26302
Total
108
2.3562
.29206
Data in Table 2 showed that Lecturers with Ph.D qualification had a mean rating of 2.44; lecturers with masters’ degree had a mean rating of 2.35, while those with Bachelors degree had a mean rating of 2.31. This shows from the result that, Lecturers with Ph.D degree are slightly higher on extent of utilization of ICT facilities for teaching purposes than those Lecturers with Masters degree and also those Lecturers with Masters are slightly higher on extent of utilization of ICT facilities compared to Lecturers with Bachelors degree qualification.
4.2.3 Research Question Three:
What is the influence of gender on extent of utilization of ICT by lecturers?
To ascertain the influence of gender on extent of utilization of ICT by lecturers in ATBU Bauchi, the mean and standard deviation of lecturers on extent of utilization of ICT teaching facilities were computed.
Table 3: Influence of Gender on Extent of Utilization of ICT in ATBU.
Gender
N
Mean
Std. Deviation
Male
81
2.3798
.30679
Female
27
2.2854
.23342
Table 3 reveals that male lecturers had mean rating of 2.3798 while their female counterpart had mean rating of 2.2854. This shows that there is slightly higher extent of utilization of ICT teaching facilities by male lecturers than their female counterpart in ATBU
4.3: Null Hypothesis
4.3.1: Ho1: There is no significant difference in the mean ratings of lecturers based on qualification on extent of utilization of ICT facilities.
To analyze this, One-way Analysis of Variance (ANOVA) was used because it is used to compare the mean across three or more groups.
Table 4: Summary of ANOVA on influence of lecturer’s qualification on extent of utilization of ICT facilities
Source of
Variation
Sum of
Squares
Df
Mean
Square
F
Sig.
Decision
Between Groups
.147
2
.074
.860
.426
Not Significant
Within Groups
8.980
105
.086
Total
9.127
107
Table 4 shows a One-way Analysis of Variance (ANOVA) conducted (at 0.05 level of significance) to compare the mean rating according to qualification of lecturers on extent of utilization of ICT teaching facilities in ATBU.
The result showed that there was no significant difference in the mean scores rating of the lecturers qualification on extent of utilization of ICT teaching facilities since the significant value of .426 is greater than 0.05 level of significant at which the null hypothesis was tested. The null hypothesis was therefore accepted indicating that lecturers do not differ in their extent of utilization of ICT teaching facilities on basis of qualification. Therefore, qualification is not an influencing factor.
4.3.2: Ho2: There is no significant difference in the mean ratings of male and female lecturers on Extent of utilization of ICT in ATBU.
To compute this, an independent-sample t-test was conducted (at 0.05 level of significance) to compare the mean rating of male and female lecturers on extent of utilization of ICT teaching facilities in ATBU Bauchi. An independent t-test was chosen because it is use to compare the means for only two groups.
Table 5: Summary of t-test result on Influence of Gender on Extent of Utilization of ICT in ATBU.
Source of Variation
T
Df
Sig.
Decision
Equal variances assumed
Equal variances not assumed
1.462
106
.147
1.674
58.28
Not Significant
The result in Table 5 shows that there is no significant difference in mean score ratings of male and female lecturers on the extent of utilization of ICT facilities for teaching purposes in ATBU Bauchi. This is because the significant value of 0.147 is greater than 0.05 level Significant at which the null hypothesis was tested. The null hypothesis was therefore accepted, indicating that both male and female lecturers do not differ in their extent of utilization of ICT teaching facilities in ATBU. Therefore, gender is not an influencing factor in terms of extent of utilization of ICT teaching facilities in ATBU Bauchi.
4.4 DISCUSSION OF FINDINGS
The findings of the study were discussed under the following subheadings:
The extent of utilization of ICT teaching facilities
The influence of lecturers qualification on extent of utilization of ICT teaching facilities
The influence of gender on extent of utilization of ICT teaching facilities.
4.4.1 The extent of utilization of ICT teaching facilities
The intention is to find the extent to which lecturers in ATBU utilize ICT teaching facilities. Result in Table 1 revealed that five of the items i.e. desktop/laptop computers, handhelds/Tablets computer (iPad)/other mobiles devices, internet, university website and E-mail are utilized in high extent. This could be as results of these facilities are not only available in the university but also personally owned by most of the teaching staff. It could be said that lecturers want to update themselves with information of what is happening in the university (using university website) and current knowledge to make them cope with the challenges posed by world in education system (by making used of internet), as Egomo, Enyi and Tah (2012) revealed in their findings that Cyber Cafes, internet connectivity and use of lap tops is a common phenomenon among institutions and lecturers. Four of the items which include: hard disk drive (External), flash drive, CD/DVD ROM, and Microsoft office packages are utilized in medium extent. Facilities like hard disk drive (External), CD/DVD ROM the extent medium utilization might not be surprising because, it is not every day that a lecturer would want to use these facilities. While the remaining eight items comprising Electronic/ Smart Board (Triumph Board), digital camera, digital signage, videoconferencing facility (NgREN), statistical packages, graphic packages, learning management systems (G suites and Moodle) and programming/simulation software are utilized in low extent. This agreed with Okechukwu (2016) whose results of the findings indicated among others that ICT facilities are utilized to a low extent. However, the low extent of utilization of Electronic/ Smart Board (Triumph Board), digital camera, digital signage, videoconferencing facility (NgREN), statistical packages, graphic packages, learning management systems (G suites and Moodle) and programming/simulation software is very disturbing as it is expected that lecturers should use smart board at least two to three times in a week because a lecturer should have at least a period to teach every week. This finding is surprising because ATBU Bauchi is a university of technology therefore; almost all the lecturers are science oriented. Similarly, the learning management systems such as Moodle and G suites should be utilized almost every day because lecturers at this current ICT age are required to use these tools to support the learning process within and outside the classroom. It is very disturbing because these facilities are very much available (Balarabe & Nannim 2018), but low extent utilization. The reasons to this observed low extent of utilization of ICT teaching facilities in ATBU could be as a result of erratic power supply and laxity towards utilization of ICT in teaching as reported by Balarabe and Nannim (2018) as part of challenges of ICT utilization.
Generally, findings of this study showed that ICT facilities are utilized to a medium extent in ATBU. The items had a cluster mean score of 2.36 which fells under the mean range of Medium Extent. Therefore, the findings are contrary to Amuchie’s (2015) which showed that the extent of utilization of ICT resources in teaching and learning was very low, disagreed also with the findings of Utoware (2014) who found out that the extent of utilization of ICTs in teaching business education in tertiary institution was very low. Therefore, relating the two findings above which differed with the present finding, the changing could be as a result of changing in the pedagogy as earlier mention in the background of this study concerning ICT and could because ATBU Bauchi is a university of technology therefore almost all the lecturers are science oriented.
4.4.2 The influence of lecturer’s qualification on extent of utilization of ICT teaching facilities
The finding of this study revealed that lecturers with higher qualification had a slightly higher extent of utilization of ICT teaching facilities than those with low qualification in ATBU. The result in table 2 shows that lecturers with Ph.D had a standard deviation of 0.40, lecturers with Master Degree had 0.28 and while those with Bachelors Degree had 0.26 respectively. This is not surprising because it confirmed in the earlier definition of qualification by Asiwe, (2012), it is a programme of study successfully completed by a lecturer which exposes him/her to pedagogical knowledge of skills, subject matter, methods and materials as to be able to perform efficiently and effectively in the field of study he or she specializes. Therefore, lecturers with high qualification might expect a high extent of utilization of ICT facilities than those lecturers with low qualification. The result of the finding also agreed with Bello (2015) findings which revealed that teacher’s qualification and experience affect his or her ability to use laboratory equipment in biology practical work. This could be as a result of various levels of training or programmes lecturers with high qualification have exposed themselves to.
The HO1 in table 4 showed that there was no significant difference in the mean scores rating of the lecturers qualification on extent of utilization of ICT teaching facilities since the significant value of .426 is greater than 0.05 level of significant at which the null hypothesis was tested. The null hypothesis was therefore accepted indicating that lecturers do not differ in their extent of utilization of ICT teaching facilities on basis of qualification in ATBU. This finding agreed with Okechukwu (2016) whose findings revealed that teacher’s qualification do not influence the extent of utilization of ICT in teaching. Therefore, qualification is not an influencing factor.
4.4.3 The influence of gender on extent of utilization of ICT teaching facilities
The findings of this study showed that male lecturers utilized ICT teaching facilities to a slightly higher extent than their female counterpart in ATBU. This could be as a result of female lecturers’ low levels of computer use due to their limited technology access and interest as revealed in the study carried out by Vol man & Van Eck, (2001) concerning teachers’ gender and ICT use have cited female teachers’ low levels of computer use due to their limited technology access, skill, and interest. Also Buabeng-Andoh and Totimeh (2012) reported similar case in their findings, the results revealed that male teachers have access to computers more than the female teachers, t (229) = 3.042, p = .003. Similarly, the study is also in agreement with the researched studies revealed that male teachers used more ICT in their teaching and learning processes than their female counterparts (Kay, 2006; Wozney, venkatesh & Abrami, 2006). This finding differs with Yukselturk and Bulut (2009) researched, that stated that gender gap has reduced over the past years. The authors reiterate that presently, a greater number of females than males have used internet and web technologies.
From HO2, the study revealed that there is no significant difference between male and female lecturers in the extent of utilization of ICT teaching facilities in ATBU. Could it be that, the male and female lecturers were given equal chances of using these facilities? This is in agreement with the findings revealed years back that gender variable was not a predictor of ICT utilization in teaching (Norris, Sullivan, Poirot & Soloway, 2003). The result agreed with that of Yusuf and Balogun (2011) who found that no significant difference was established between male and female student-teachers’ use of ICT. Also affirmed by Buabeng-Andoh and Totimeh (2012) in their findings which revealed multivariate result for ICT usage was not significant for gender. Similarly, the finding still is in line with the findings of Ogirima, Kabir, Onyinyechi and Bunmi (2018) whose findings revealed that gender did not in any way influence prospective lecturers’ utilization of ICT in university of Ilorin. It is surprising and interested when observed the years of the findings you would notice that, in the beginning there was a difference between male and female in terms of ICT utilization in teaching. As years passed by the gap have now seems to be reduced or filled.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter contains a summary of the findings of the study and conclusion that emerged from the study. Other issues discussed in the chapter are recommendation, limitations and suggestion for further study.
5.2 Summary of Findings
1. Generally, the study revealed that ICT teaching facilities are utilized to a medium extent by teaching staff of ATBU.
2. The study showed that lecturers’ qualification does not influence their utilization of ICT teaching facilities in ATBU. This simply means Lecturer’s qualification is not an influence factors on the extent of utilization of ICT teaching facilities in ATBU.
3. Also the study revealed that Lecturers’ gender does not significantly influence their utilization of ICT teaching facilities in ATBU. This simply means gender is not an influence factors on the extent of utilization of ICT teaching facilities in ATBU.
4. There is no significant difference in the mean ratings of lecturer’s qualifications on the extent of utilization of ICT teaching facilities in ATBU.
5. There is no significant difference in the mean ratings of male and female on the extent of utilization of ICT teaching facilities in ATBU.
5.3 Conclusion
The analysis of data in this study has led to certain findings from which the following useful conclusions were drawn:
This study focuses on extent of utilization of ICT teaching facilities in Abubakar Tafawa Balewa University (ATBU), Bauchi. Three research questions and two hypotheses guided the study. A descriptive survey research design was used for the study. This involves collecting and analyzing the data. The population of the study is made up of all the lecturers in ATBU Bauchi totaling of 928, while, two faculties was used as the sample size of the study with 108 lecturers selected across the faculties of the university through a simple random sampling technique. The collected data was analyzed using means, standard deviation, t-test and ANOVA. From the findings, this study concludes that:
1. The lecturers utilized the ICT teaching facilities to a medium extent in ATBU.
2. There is a slightly higher extent of utilization of ICT teaching facilities by Lecturers with higher qualification than those lecturers with low qualification in ATBU Bauchi, as it was discussed in detailed in the discussion of the study above.
3. Based on the null hypothesis tested it shows qualification and gender is not an influencing factor on the extent of utilization of ICT teaching facilities in ATBU.
Therefore, the utilization of ICT teaching facilities will no doubt improve teaching in tertiary institutions when utilized in high extent.
5.4 Recommendations
Based on the findings and conclusions of this study, the following recommendations are made:
1. Since the use of ICT teaching facilities is not yet utilized to higher extent level in ATBU, there is need for lecturers to press forward until high extent level of utilization of ICT teaching facilities is achieved.
2. There is a serious need of ensuring network functionality across the university to enable some facilities such as internet, university website, Electronic/ Smart Board (Triumph Board), digital camera, digital signage, videoconferencing facility (NgREN), statistical packages, graphic packages, learning management systems (G suites and Moodle) and programming/simulation software etc to be utilized to high extent.
3. The school authority of ATBU should ensure the good functioning of Electronic/ Smart Board (Triumph Board) and should make it compulsory to all teaching staff of ATBU to use it when lecturing.
5.5 Limitations
1. Some of the lecturers refused to answer the questionnaire saying they are busy which this might have limited the outcome of this study.
2. The study used teaching staff only as the sample. In some cases you would meet a staff handling ICT teaching facilities especially in engineering faculty, when given questionnaire to fill they will reject saying they are not teaching staff which this might have also limited the outcome of this study.
5.6 Suggestions for Further Study
1. The current study used lecturers as the research subjects. Further research can be carried out using both lecturers and non academic staff since some of the ICT facilities are handled by some non academic staff in the teaching process.
2. This study was carried out in ATBU Bauchi, Bauchi State. It can be replicated in other educational institutions within and outside Bauchi State.
3. The current study focused on gender, and lecturers’ qualifications as factors influencing extent of utilization of ICT facilities. Other studies can include other variables like age, teaching experience and school type (meaning public or private university, federal or state university).
4. Similar research should be conducted using qualitative research (meaning by direct interview and direct observation) in order to have more information about the extent of utilization of ICT facilities.
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APPENDIX
Appendix A: Extent of ICT Teaching Facilities Utilization Questionnaire (EITFUQ)
PART 1: (General Information)
Please check (√) in the boxes provided to show your support and opinion.
Gender: Male [ ] Female[ ]
sAge range: 25-33 years [ ], 34-43years [ ], 44-53years [ ], above 53years [ ]
Qualification:Ph.D [ ], Masters Degree [ ], Bachelor’s Degree [ ]
Faculty: Sciences [ ], Engineering [ ], Environmental Tech.[ ], Management Tech.[ ],
Agric Tech. [ ], Technology Education [ ], College of Medical Science [ ]
Teaching Experience: 1-8 years [ ],9-16 years [ ], 17-25 years [ ], above 25 years [ ]
Key: 1=Not at all, 2=Few Times a Month, 3=Few Times a Week, 4=Almost Everyday
S/N
ICT Facilities
1
2
3
4
1
Desktop/Laptop Computers
2
Handhelds/Tablets computers (iPad)/other mobile devices
3
Electronic/ Smart Board (Triumph Board, Genee touch e.t.c)
4
Digital Camera
5
Hard Disk Drive (External)
6
Flash Drive
7
CD/DVD
8
Internet
9
University Website
10
E-mail (Gmail, Yahoo Mail e.t.c)
11
Digital Signage
12
Video conferencing facilities (e.gNgREN)
13
Microsoft Office Packages (Ms Word, Ms Excel, Ms PowerPoint, Ms Access)
14
Statistical Packages (e.gMinitap, SPSS, MSTAT)
15
Graphic Packages (e.g. Adobe Photoshop, Corel Draw, AutoCAD)
16
Learning Management Systems (e.g Google Classroom, Moodle)
17
Programming/ Simulation Software (C, C++, Java, Matlab, e.t.c.)
Appendix B: Population of Teaching Staff of ATBU Bauchi.
S/N FACULTIES NUMBER OF LECTURERS
1 Faculty of Science 160
2Faculty of Agric and Agricultural Technology 92
3 Faculty of Engineering and Engineering Technology 176
4 Faculty of Environmental Technology 231
5 Faculty of Management Technology 82
6 Faculty of Technology Education 160
7 College of Medicine 28
Total 928
Appendix C: Reliability Computation
Scale: Extent of Utilization of ICT Facilities
Case Processing Summary
N
%
Cases
Valid
10
100.0
Excludeda
0
.0
Total
10
100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.768
17
62
63
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