Application of ICT for Effective performance in Teachin and Learning

i
APPLICATION OF INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT) FOR EFFECTIVE PERFORMANCE IN TEACHING
AND LEARNING IN FCT COLLEGE OF EDUCATION ZUBA, ABUJA.
BY
ABDULLAHI, SHEHU RINGIM
B. SC. COMPUTER SCIENCE
NOU130705798
A THESIS WRITTEN IN THE SCHOOL OF EDUCATION IN PARTIAL
FUFILMENT OF THE REQUIREMENT FOR THE AWARD OF MASTERS
IN EDUCATONAL TECHNOLOGY PROGRAMME
NATIONAL OPEN UNIVERSITY OF NIGERIA, SPECIALSTUDY CENTRE
IMMIGRATION SERVICE, ABUJA
AUGUST, 2014

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CERTIFICATION
We certify that this study was carried out by Abdullahi Shehu Ringim, in the School of Education,
National Open University of Nigeria.
Dr. Ayodele M. Asebiomo Dr. Emmanuel J. Umoh
Supervisor Study Centre Director
Date: ………………………. Date: ……………………….
Prof. Ibrahim O. Salawu External Examiner
Dean School of Education Date: ……………………….
Date: ……………………….

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DEDICATION
I wish to dedicate this work to my parents, Late Alhaji Abdullahi Shu’aibu Rabo and Hajiya
Aishatu Sa’idu, and to my late sisters Hauwa and Amina may their souls rest in peace, ameen.
.

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ACKNOWLEDGEMENT
In the name of Allah the most beneficent the most merciful, all praise is to Allah. I wish auxiliary
my thankfulness to my wife Khadijatul Mardiyya and our children Abdullahi, Hafsat and Rabi’u for
their cooperation, support and prayers during the critique, and to all my blood family relations
(brothers and sisters) in general. My stride life parents Alhaji Rabiu Shuaibu Rabo, Alhaji Tijjani
Inuwa and Hajiya Hafsat Da’u (Mamah) are not spared away.
My special appreciation goes to the project research supervisor Dr. Ayodele M. Asebiomo, the
Dean of Faculty of Education Prof. I. O. Salawu and the Director of Gwagwalada Study Centre Dr.
Emmanuel J. Umoh, I wish to say thank you all for your vast support To all people involved in
supporting me with all kind of help and advises (financially and morally) given to me before and
during the study time of this programme, such as Prof. Tijjani Isma’il, Muhammad Madu Liman,
Usman Baba Yakubu, Akilu Abubakar Iman, Abbas Tahir Maigari, Dr. Abdulwahab Babatunde
Lawal, Badamasi Ayuba Tarda, Yakubu Muhammad, Idris Tijjani Inuwa, Isma’il Abubakar,
Lukman L. Abiola, Mr. Martine Aguye, Dr. Mrs. Grace Tyoden, Princess M. Adam and many more
of them especially my co-staff at FCT College of Education Zuba, Abuja.

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TABLE OF CONTENT
Title Page ……………………………………………………………………….. i
Certification Page ………………………………………………………………… ii
Dedication ……………………………………………………………………….. iii
Acknowledgment ……………………………………………………………….. iv
Table of Content ……………………………………………………………….. v
List of Tables ………………………………………………………………. viii
List of Appendices ………………………………………………………………. ix
List of Abbreviations and Symbols ……………………………………………… x
Abstract ……………………………………………………………………….. vx
CHAPTER 1: INTRODUCTION
1.1 Background of the Study ………………………………………… 1
1.2 Statement of the Problem ………………………………………… 4
1.3 Research Question/Hypothesis ………………………………… 6
1.4 Purpose of the Study ………………………………………… 7
1.5 Significance of the Study ………………………………………… 8
1.6 Scope and Delimitation of the Study …………………………. 8
1.7 Limitations of the Study ………………………………………… 9
1.8 Definition of Terms ………………………………………… 9
CHAPTER 2: REVIEW OF THE LITERATURE
2.1 Model/Theoretical Frame work/Conceptual Framework …………. 12
2.2 Literature Appraisal ………………………………………………… 12

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2.3 Use of Computer in Teaching and Learning …………………. 14
2.4 ICT for Education in Nigeria ………………………………… 19
2.5 ICT as a Tool in Teaching and Learning ………………………… 25
2.6 Key Challenges in Integrating ICTs in Education ………………… 28
2.7 Different Stages in the Development of the use of ICT in Schools … 34
CHAPTER 3: METHODOLOGY
3.1 Research Design ……………………………………………… 36
3.2 Variables of the Study……………………………………………… 36
3.3 Population of the Study ..……………………………………… 37
3.4 Sample and Sampling Techniques ………………………………. 37
3.5 Instrument(s) ………………………………………………………… 38
3.6 Validity and Reliability of the Instrument(s) …………………………. 38
3.7 Administration of Instrument(s) …………………………………. 39
3.8 Method of Data Analysis …………………………………………. 40
CHAPTER 4: DATA ANALYSIS, INTERPRETATION AND DECISION OF
FINDINGS ………………………………………………….…..…. 41
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings …………………………………………………. 54
5.2 Conclusion …………………………………………………. 56
5.3 Implication of the Study ...………………………………………. 57
5.4 Recommendation ………….……………………………… 57
5.5 Suggestions for Further Research …………………………………. 58

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REFERENCES ……………………………………………………………….... 60
APPENDICES ………………………………………………………………… 66
Appendix 1: Questionnaire ………………………………………………….. 66
Appendix 2: Brief History of FCT College of Education, Zuba, Abuja ………….. 70
Appendix 3: Students Statistics Table by Schools and Levels ………………….. 73
Appendix 4: Academic Staff Statistics table by Schools ………………………….. 74
Appendix 5: Tables of Analysis for the Research Hypotheses 1 ………………….. 75

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List of Tables
Table 1: Teachers and Students respondents’ population in percentage
Table 2: Data collected from Teachers respondents
Table 3: Data collected from Students base on gender level respondents
Table 4: Chi-square (X2) value for Male and Female Students for gender level in using ICT
for learning purposes.
Table 5: Chi-square (X2) value for Teachers and Students for the barriers to effective use of
ICT for teaching and learning purposes.
Table 6: Chi-square (X2) value for Teachers and Students for the challenges faced in the
application of ICT.
Table 7: The population of the Students by Schools and Levels
Table 8: The population of the College Academic Staff by Schools
Table 9: Analysis for Research Hypothesis 1

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List of Appendices
Appendix 1: Questionnaire
Appendix 2: Brief History of FCT College of Education, Zuba, Abuja
Appendix 3: Students Statistics Table by Schools and Levels
Appendix 4: Academic Staff Statistics table by Schools
Appendix 5: Tables of Analysis for the Research Hypotheses

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Abbreviations and Symbols
The meanings of the abbreviations and symbols used in the project report are:
Abbreviations Meanings
 CAI- Computer Assisted Instruction
 CBI- Computer Based Instruction
 CD-ROM- Compact Disk Read only Memory
 CMI- Computer Managed Instruction
 DLP- Digital Library Project
 DVD- Digital Video Display
 E.g.- Example
 etc.- and so on, or and the rest
 ETF- Education Trust Fund
 FCE- Federal College of Education
 GRE- Graduate Record Examination
 GSM- General System Mobile
 HP- Hewlett-Packard (Computer Brand)
 ICT- Information and Communication Technology

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 ISP- Internet Service Provider
 IT- Information Technology
 i.e. - That is
 LAN- Local Area Network
 MCPD- Mandatory Continuous Professional Development
 NCC- Nigeria Communications Commission
 NDE- National Directorate of Employment
 NISPA- Nigeria Internet Service Providers Association
 NITDA- National Information Technology Development Agency
 NOUN- National Open University of Nigeria
 NTA- Nigeria Television Authority
 NUC- National Universities Commission
 NYSC- National Service Youth Corps
 OECD- Organization for Economic Co-operation and Development
 PC- Personal Computer
 PDF- Portable Document Format
 PIL- Partners in Learning Programmes

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 SA- Strongly Agreed
 SAT- Scholastic Aptitude Test
 SD- Strongly Disagreed
 SMS- Short Message Service
 TOEFL- Test of English for Foreign Languages
 TPD- Teacher Professional Development
 UNESCO- United Nations Educational, Scientific and Cultural Organization
 URL- Universal Resource Locator
 USD- United States Dollar
 VSAT- Very Small Aperture Terminal
 WAN- Wide Area Network
 www- World Wide Web
Symbols Meanings
 “ A “ Agreed
 “ + “ Addition or Plus Sign
 “ X2 “ Chi-square
 “ D” Disagreed

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 “ / “ Division Sign
 “ = “ Equality Sign
 “ E “ Expected Value
 “ > “ Greater than
 “ ≥ “ Greater than or Equals to
 “ F “ Female Gender
 “ f “ Frequency Value
 “ < “ Less than
 “ ≤ “ Less than or Equals to
 “ X “ Mean Value
 “ M “ Male Gender
 “ * ” Multiplication Sign
 “ N ” Number
 “ O ” Observed Value
 “ Ρ ” Probability
 “ % ” Percentage
 “ S/N ” Serial Number

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 “ SA ” Strongly Agreed
 “ SD ” Strongly Disagreed
 “S” Student
 “ - “ Subtraction or Minus Sign
 “ ∑ ” Summation of values
 “ T ” Teacher

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ABSTRACT
The purpose of this paper is to evaluate the application of Information and Communication
Technology (ICT) for effective performance in teaching and learning in FCT College of
education, Zuba, such as multimedia in teaching and learning, to suggest other useful
teaching methods that can be attempted in imparting knowledge to the students. Basically
teaching and learning must include two major components sending and receiving
information digitally with the aid of computer and other related ICT equipment utilized in
teaching and learning. Ultimately, a teacher tries his best to impart knowledge as the way he
understood it, the learner also needs to understand it effectively. A total of 250 academic
staff and 500 students were selected randomly. A questionnaire was used as an instrument,
and Chi-square method was used for data analysis. The research findings show that, ICT
media brings abstract concept to real life situations for proper understanding of teachers and
students. Stable power supply, appeal for funding to ICT companies, proper maintenance of
ICT equipment and trainings on use of ICT media is recommended in general.
Keywords: Information and Communication Technology (ICT), Teaching process,
Learning process, and ICT media.

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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The ICT stands for ‘Information and Communication Technologies’ and is defined as a
“Diverse set of Technological tools and resources used to communicate, and to create, disseminate,
store and manage information”. ICT has become a very important part of the educational delivery
and management processes. ICT to a great extent facilitates the acquisition and absorption of
knowledge, and hence can provide extraordinary opportunities to developing countries for
enhancing their educational systems particularly for the underprivileged constituency, and thereby
for raising the level of quality of life of their people. The new communications technologies
promise to reduce the sense of isolation, and open access to knowledge in ways unthinkable, not
long ago.
The new digital ICT is not single technology but combination of hardware, software,
multimedia, and delivery systems. Today, ICT in education encompasses a great range of rapidly
evolving technologies such as desktop, laptop, DVDs, notebook, and handheld computers, digital
cameras, local area networking, Bluetooth, Internet, cloud computing, the World Wide Web
(www); and applications such as word processors, spreadsheets, tutorials, simulations, email, digital
libraries, computer-mediated conferencing, videoconferencing, virtual environment, simulator,
emulator etc. It is important to mention that the use of newer ICT is being integrated with use of
older technologies, enabling the existing resources and services to be continuous use.

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ICT are electronic technologies used for information storage and retrieval. Development is
partly determined by the ability to establish a synergistic interaction between technological
innovation and human values. The rapid rate at which ICTs have evolved since the mid 20th
century, the convergence and pervasiveness of ICTs, give them a strong role in development and
globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity
(Brakel and Chisenga, 2003).
The field of education has been affected by ICTs, which have undoubtedly affected
teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to
the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich, and deepen
skills, to motivate and engage students, to help relate school experience to work practices, create
economic viability for tomorrow's workers, as well as strengthening teaching and helping schools
change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). ICT is
changing processes of teaching and learning by adding elements of vitality to learning
environments including virtual environments for the purpose. New technologies make it possible
for complicated collaborative activities of teaching and learning by dividing it in space and time,
with seamless connectivity between them. Due to its capability to offer anytime and anywhere,
access to remote learning resources, ICT is a potentially powerful tool for offering educational
opportunities, both to previously underserved constituencies including persons with disabilities, as
well as all others who for reasons of cost or because of time constraints are unable to register for on
campus programs.
It is very imperative to state that information and communication technology (ICT) has
affected charges to methods, purpose and perceived potentials of education. According to National

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Policy on Information and Communication Technologies (ICT) in Education (2010) page, ICT is
“the art and applied sciences that deals with data and information. It encompasses all (equipments
including computational machinery-computers, hardware, software, firmware, etc and tools,
methods, practices, processes, procedures, concepts, principles and the sciences) that come into play
in the conduct of the information activities: acquisition, representation, processing, presentation,
security interchange, transfer, management, organization, storage and retrieval of data and
information.
Hornby (2006) opines that information and communication technology is the study or use of
electronic equipment, especially computers for storing, analyzing and sending out information.
However, ICT can be seen as the use of all conceivable digital media in managing and processing
information.
In tertiary institution of learning, the significant important of ICT to patrons of the library
cannot be over emphasized. Agu (2006) submitted that library can be considered a store-house of
knowledge. It is a building or a room containing a collection of books. A library renders great
services to the society, researchers, and students in particular. There are many students who love
reading because of prices of books are very high, so a library provides opportunity for students to
borrow books for reading. According to National Policy on Education (2004) section II under
educational services, the working policy document states that the library is at the heart of the
education enterprise. It goes further to opine that the virtual library as a platform for sharing
knowledge is aimed at revitalizing Nigerian schools through the provision of current books,
journals and other information resources using digital technology. Invaluable books like

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encyclopedia and large dictionary which are costly for students to purchase but are very useful to
enhance their research work can easily be retrieved from the library.
This project focuses on application of ICT for effective performance in teaching and
learning, using FCT College of education Zuba, Abuja as a case study. It particularly dwells on how
to improve teaching and learning. Recommendations for improvement are offered.
1.2 Statement of the Problem
This project research is titled “Application of ICT for Effective Performance in Teaching and
Learning”. The research focused at Academic staff and Students of FCT College of education Zuba,
as a case study. There are some major implications in the process of using ICT for effective
performance in teaching and learning, these include:
A. Policy and Management of ICT
The mandate for ICT in education has overwhelmingly been interpreted by school as a licensed
to acquire equipments. This has been costly, but in addition, has detracted from teaching and
learning. These institutional conditions make it difficult for teacher to incorporate ICT into teaching
and learning. College management staff should prioritize support by adequate supply of ICT
equipments required and even look for assistance from other non-governmental agencies.
B. Teaching and Learning with ICT
The work of the teacher is to take risk of experimenting with ICT in the classroom. The
majority of the teacher partners used ICT successfully to enhance student learning. According to
observations some students can work with ICT for long time, investigating their own questions and

5
experimenting with ideas in an interactive way. However, some young people engaged with ICT to
learn things that were at odds with that of the teacher intended.
C. Teachers as enable practitioners of ICT
Professional development needs to enable teachers to take risks with ICT and learning. Such
professional development requires people to break out of set roles and relationships, in which
researchers are traditionally seen as knowledge generators and teachers as knowledge translators or
users.
D. Learner’s out of school uses of ICT
The research found that teachers often underestimate the impact of students’ out-of-school
experience of ICT on the way they learn in the classroom. Analysis of data revealed that the
positive impact of contemporary and popular Music on composition in schools, the use of search
engines on language investigation in English and experience of spreadsheets influence how primary
pupils learn data handling. Home computer ownership and internet access were high, as been
witnessed of handheld devices such as, GSM handset, I-pad, I-pod, PC tablets etc. these findings
implies that teachers should encourage students to build on their out-of-schools learning with ICT.
Information is central to the development of a nation or a people. Using relevant information
provides quality services to the educational patrons. Students are not provided with current
information that will enhance their learning and research activities, such as; equipping the college
library with outdated books is bedeviling the colleges of education nationwide and FCT College of
education in particular. It is observed that students do not have adequate access to internet facilities
within the college as a result of constant power failure. Consequently, this engenders to poor

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academic performance among students. Most of the students appear not to be aware of the existence
of E-library section of the library. In the College, ICTs are mostly used as tools to supporting
administration of the college, without deploying the transformative potential of ICT to teaching and
learning in classroom setting and usage by students in the college. It is against these backdrops that
the researcher intends to examine the extent ICT has been effectively utilized to enhance effective
ICT services in FCT College of Education, Zuba, Abuja.
1.3 Research Questions
The research questions provide proper guide to the researchers need in carrying out the study.
They are formulated from the specific objectives interrogative form. The following research
questions will be investigated.
1. What are the challenges facing teachers and students in the application of ICT in FCT
College of education, Zuba?
2. Are there ICT facilities available for teaching and learning activities in FCT College of
education, Zuba?
3. What are the barriers to effective use of ICT in FCT College of education, Zuba?
4. What is the level of performance of student with respect to gender in using ICT in
learning?
5. What are the measures to solving the problems identified in the application of ICT in FCT
College of education, Zuba?

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ResearchHypothesis
The null hypothesis is rejected, the following hypothesis are generated:
I. There is no significant difference in the male and female gender level in using ICT for
learning purposes.
II. There is no significant difference in the teachers’ and students’ barriers to effective use
of ICT for teaching and learning purposes.
III. There is no significant difference in the challenges faced by teachers and students in the
application of ICT.
1.4 Purpose of the Study
The main aim to be achieved in this project work was to develop awareness and effective
method of teaching and learning with the ICT as a tool. The objective here is to investigate ways in
which ICT can be used to enhance resourceful teaching and learning, with particular focus on
improving subject knowledge, the objectives are:
I. To investigate the impact of application of ICT in teaching and learning in FCT College of
Education, Zuba.
II. To ascertain the availability of ICT facilities in FCT College of education, Zuba.
III. Know the barriers to effective use of ICT in FCT College of education, Zuba.
IV. Proffer measures to solving the problems identified in the use of ICT in FCT College of
education, Zuba.

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1.5 Significance of the Study
Research will be meaningless if the findings do not help in solving particular problems. The
purpose of stating the significance of the study (or rationale for the study) is to show that the study
is worthwhile because it will contribute to the solution of a real problem. The significance could be:
1. It indicates how the findings can be applied to solving the problems in teaching and learning
with ICT.
2. The study stands out in the sense that it will provide necessary and useful information
needed by government to aid policy formulation on the use of ICT in the educational sector,
particularly college of education.
3. It will reveal to the government on the need to providing necessary and adequate ICT
facilities not only to the study area but in all educational sector or institutions of learning in
the country for the use of staff and students to enhance effective performance in teaching
and learning activities to various disciplines.
As for now, the FCT College of education Zuba was fairly introduced to ICT in the aspect of
teaching and learning. That is why I wanted to try and make an impact that will enable the system
improved to some level of standards of an exploitation of ICT for effective performance of teaching
and learning.
1.6 Scope and Delimitation of Study
The scope of this project research will cover areas of academic staff and students, those that
deal with the core aspect of teaching and learning with ICT as an instrument. Decisions on teaching

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and learning activities can be done in schools respectively. The main problem of this research is
exploring different aspects and scopes of the using ICT in teaching and learning at different
concerned levels of study in FCT College of education, Zuba.
1.7 Limitation of Study
This project research is limited to academic staff and students within the five schools of
FCT College of education, Zuba.
1.8 Definition of Terms
The key terms used in this project research are defined as follows:
Active Board: submits to electronic board that uses calibration to enable the presenter uses
calibration pen and writes on the board electronically. Active boards are not friendly with board
markers.
Blended Learning: This refers to learning models that combine traditional classroom practice with
e-learning solutions. For example, students in a traditional class can be assigned both print-based
and online materials, have online mentoring sessions with their teacher through chat, and are
subscribed to a class email list.
Communication Technology: is the activity of designing and constructing and maintaining
communication system, through communication media.
E-learning: encompasses learning at all levels, both formal and non-formal, that uses an
information network- the internet, an intranet (LAN) and an extranet (WAN). Others prefers the
term as ‘online learning’.

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ICT: refers to electronic technologies used for information storage and retrieval.
Information Technology: is the application of computers and telecommunications equipment to
store, retrieve and sending information.
Internet: refers to global and digital interconnection between two or more computers to share data,
information and other resources, in respect of their distance globally, with the aid of satellite.
Input device: is a part of a computer that enables data/information and commands into the
computer memory for the purpose of processing, such as keyboard, mouse, scanner, touch screen,
light pen, microphone etc.
Learning: refers to the process involved to acquire a knowledge or skill through study, experience
and teaching.
Multimedia: refers to judicious mix of various mass media such as print, audio, and video. Also
characterized by the presence of text, pictures, sound, animation and video.
Multimedia Technology: refers to supports of making use of computer connected to multimedia
projector that allows large or small images to be projected onto a standard white board.
Networking: is the interconnecting of two or more computers to enable them share of resources.
Output device: is a part of computer that provides processed information out of the computer,
which could be printed or non-printed, such as monitor/screen, printer, sound speaker etc.
Processing device: this is another part of computer that manipulates raw data into meaningful
information, with the aid of machine language (binary code).

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Teaching: refers to the process by which the teacher undergoes to be able to help the learner
acquire knowledge properly.
Technology: refers to all tools and procedures. It is also, a state of knowledge and development at
any given time of our control of our surroundings, and includes all tools, methods, and applied
materials.
Videoconferencing: stands for internet conversation of two or more people in form of video with
both audio and visual effects.
World Wide Web (www): refers to the part of URL address of an internet page.

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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
Information and Communication Technologies (ICT) are a diverse set of technological tools
and resources used for creating, storing, managing and communicating information. For educational
purposes, ICTs can be used to support teaching and learning as well as research activities including
collaborative learning and inquiring. One of the main applications of the ICTs in higher education is
teaching and learning based on these new technologies. This research is concentrated on the
obstacles, facilitators, and the risks of using these technologies in teaching and learning in FCT
College of education, Zuba. The main purpose of this research is to answer the question: 1. What
are the challenges facing teachers in the application of ICT in FCT College of education, Zuba? 2.
Are there ICT facilities available for teaching and learning activities in FCT College of education,
Zuba? 3. What are the barriers to effective use of ICT in FCT College of education, Zuba? 4. What
is the level of performance of students in using ICT in learning? 5. What are the measures to
solving the problems identified in the application of ICT in FCT College of education, Zuba? This
research was conducted at the FCT College of education, Zuba, the only higher institution under
FCT Abuja. The research population consists of the college academic staff and students. A
questionnaire has been administrated for collecting the data.
2.2 Literature Appraisal
The recent century has been characterized with some new and outstanding technologies
impacting human life, the most important of them is Information Technology. Research was

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conducted in both developing countries prove that the educational authorities in these countries
among their other activities have given the priority of “ICT Literacy” through developing various
educational programs (Tapscott, 1998; Currier, 2001). In the other words, ICT learning and
utilization is one of the most concerns of educational authorities around the world and for a number
of years there has been evidence that a training and development area, which may be labeled
information literacy is being formed (Edwards, et al., 2006). A variety of authors have surveyed the
literature of educational technology in information skills teaching (e.g. Cox, 1997; Rader, 2000;
Contain and Kaplowitz, 2000; Joint et al., 2001). Broadly speaking, the literature reveals the
importance of using ICT in teaching and learning purposes (Ayers, et al., 2002).
There are reasons, today, necessitated the Iranian university professors to be equipped with
new technologies, especially ICT applications in higher education (Villanueva, 1999; Meerts,
2003). Increased number of students in Iranian universities, greater demand for the use of the
virtual materials within and outside of the university, an increase in the amount of educational
activities being done by information and communication technology, changes in the nature of
teaching and learning and becoming more and more web based (i.e. more use of CDROMs,
electronic journals, on-line sources of materials, etc.), and the development of new and cheaper
computers, are among the main reasons more attention is paid to ICT literacy of academics by
Iranian authorities.
The roles and responsibilities of college and university faculty members are closely tied to
the central functions of higher education. Broadly defined, faculty fulfills three primary functions at
University: teaching, research, and service (Fairweather, 1996). The teaching role of faculty
members reflects their centrality in addressing the primary educational mission among colleges and
universities. Faculty members are expected to provide instruction and student advising as assigned

14
by the departmental chairman. In brief the main aspects of teaching responsibilities of faculty
members are classroom teaching, academic advisement, course development, academic program
review and course duplication review, all of them can be categorized as curriculum development
process. If ICT tools are to improve institutional effectiveness and efficiency, it is obvious that their
application in support of teaching and learning should be seriously considered. However,
investments in this area should always be carefully balanced against other ways in which teaching
and learning may be improved and strengthened.
2.3 Use of Computer in Teaching and Learning
The lust for quality is still on. This is the age of “Information” dominated by the Digital
Technology. The Digital Technology has influenced all aspects of human life. Education is not an
exception. Now the technology is in the process of change from Digital to Photon. Shortly Photonic
Technology will be available for the use of the society. At present majority of devices are based on
Digital Technology. One such device is Computer. The Computer is an electronic device that has
the capacity to store, retrieve & process both qualitative & quantitative information fast and
accurately. The computers were never developed for improving quality of teaching – learning
process. But researchers started using Computers for teaching purpose. It gave birth to Computer
Assisted Instruction (CAI), Computer Managed Instruction (CMI), Computer Based Instruction
(CBI), etc. People started developing CAI for teaching different subjects at School as well as
Higher Education level. The developed CAIs were compared with the Lecture Method/ Traditional
Method and found that the developed CAIs were significantly superior to Lecture
Method/Traditional Method in teaching different subjects (Hayes, 1987; Perkins, 1987; Cates,
1988; Cohen, 1988; Karvelis, 1988; Lawson, 1988; Yates, 1988; Bonk, 1989; Conlin, 1989;
Drexell, 1989; Fillingim, 1989; Isler-Hamilies, 1989; Koza, 1989; and Prabhakar, 1995) Further,

15
the Traditional method of Teaching was found to be more effective in comparison to CAI (Hulick,
1987; Oates, 1988; Cosmos, 1988; Benson, 1989; Park, 1990; and Clem, 1990).
The Model of Supplemental CAI was found to be effective in improving educable mentally
handicapped students’ achievement in Mathematics and Spelling (Ankney, 1987). Language
Impaired Children benefited from written format, like, dialogue with a computer (Ward, 1987).
Setting goals, following instructions, accessing information to accomplish the task, and evaluating
performance benefited students with learning disabilities when they were engaged with CAI
activities (McPherson, 1991). Older Adults successfully used the computer and were able to
improve their knowledge about Health with a CAI lesson (McNeely, 1988). CAI was effective in
Language acquisition (Edfelt, 1989) and teaching abbreviation (Edward, 1989). CAI had a positive
impact on reading comprehension for average reader but not for learning disabled readers (Trahan,
1989). CAI, Tutorial Retrieval Text, and Programmed Lecture were equally effective in promoting
learning (Whitakar, 1990). Use of software improved achievement in learning calculus and did not
cause damaging effects when access was denied (Cunningham, 1991). CAI was found to be
effective in terms of achievement of Science Process Skills (Vensel, 1988), in increasing Meta-
cognitive Writing Skills (Bonk et al., 1989), in teaching reference skills to seventh grade students
(Driscoll, 1990), in increasing the rate of the acquisition of School Readiness Skills of pre-school
children (Legenhausen, 1991) and in improving writing skill (Powell-Hart, 1992). In spite of benefit
of CAI in different aspects of learning, CAI has not entered into the Classrooms as most of the
developed CAIs were not based on sound Theories of Learning. People involved in developing CAI
were not having the sound base of Instructional Design. Secondly, the courses are changing, the
schools also do not have sufficient computer facility, teachers are not trained in the use of CAI, etc.

16
The use of Computers was not only for teaching but also for Psychological Testing, Evaluation;
database Management, Library Management, etc.
Information Technology
Networking of computers gave birth to Information Technology (IT). UNESCO (2000)
considered Information Technology as “Scientific, technological and engineering disciplines and
management techniques used in information handling and processing, their application, computers
and their interaction with men and machines, and associated social, economical and cultural
matters”. According to Smith & Cambell (1982), a mosaic of technologies, products and techniques
have combined to provide new electronic dimensions to information management. This mosaic is
known by the name of Information Technology. OECD (1987) treated Information Technology as
“a term – used to cover technologies used in the collection, processing and transmission of
information. It includes micro-electronics and info-electronic based technologies incorporated in
many products and production processes and increasingly affecting the service sector. It covers
inter alias computers, electronic office equipment, telecommunication, industrial robot and
computer controlled machine, electronic components and software products.”
Darnton and Giacoletto (1992) defined IT as the systematic study of artifacts that can be
used to give form or description to facts in order to provide meaning or support for decision
making, and artifacts that can be used for the organization, processing, communication and
application of information. Sansanwal (2000) defined IT as the use of hardware and software for
efficient management of information, i.e. storage, retrieval, processing, communication, diffusion
and sharing of information for social, economical and cultural upliftment.

17
The Information Technology leads to development of Websites. Government, Corporate
sector, educational institutions, etc. started uploading the information on their websites. It provides
facilities for Chat, e-mail, surfing, etc. It opens up a new source of information which increased the
limitation of access to information. Prior to IT, people were using only the print material for
searching the information. It limited the search. This limitation has been overcome by the IT.
Information and Communication Technology (ICT)
Information Technology (IT) was limited only to the textual mode of transmission of
information with ease and fast. But the information not only in textual form but in audio, video or
any other media is also to be transmitted to the users. Thus, the ICT = IT + Other media. It has
opened new avenues, like, Online learning, e-learning, Virtual University, e-coaching, e-education,
e-journal, etc. Third Generation Mobiles are also part of ICT. Mobile is being used in imparting
information fast and cost effective. It provides e-mail facility also. One can access it anywhere. It
will be cost effective. The ICT brings more rich material in the classrooms and libraries for the
teachers and students. It has provided opportunity for the learner to use maximum senses to get the
information. It has broken the monotony and provided variety in the teaching learning situation.
The ICT being latest, it can be used both at school and higher education levels in the following
areas:
 Teaching
 Diagnostic Testing
 Remedial Teaching
 Evaluation
 Psychological Testing

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 Development of Virtual Laboratory
 Online Tutoring
 Development of Reasoning & Thinking
 Instructional Material Development
Teaching at School as well as Higher Education, mostly, concentrates on giving information
which is not the sole objective of Teaching. Along with giving information, the other objectives are:
 developing understanding and application of the concepts
 developing expression power
 developing reasoning and thinking power
 development of judgment and decision making ability
 improving comprehension, speed and vocabulary
 developing self-concept and value clarification
 developing proper study habits
 developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.
With the present infrastructure, class size, availability of teachers, quality of teachers, training
of teachers, etc., it is difficult to achieve all the objectives. Further, most of the teachers use Lecture
Method which does not have potentiality of achieving majority of above mentioned objectives. The
objectives are multi-dimensional in nature, so for their achievement multiple methods should be
used in an integrated fashion. At present ICT may be of some use. It is a well known fact that not a
single teacher is capable of giving up to date and complete information in his own subject. The ICT
can fill this gap because it can provide access to different sources of information. It will provide
correct information as comprehensive as possible in different formats with different examples. ICT

19
provides online interaction facility. Students and teachers can exchange their ideas and views, and
get clarification on any topic from different experts, practitioners, etc. It helps learners to broaden
the information base. ICT provides variety in the presentation of content which helps learners in
concentration, better understanding, and long retention of information which is not possible
otherwise. The learners can get opportunity to work on any live project with learners and experts
from other countries. The super highway and cyber space also help in qualitative improvement of
Teaching and Learning Process. ICT provides flexibility to a learner which is denied by the
traditional process and method. Flexibility is a must for mastery learning and quality learning.
On Internet many websites are available freely which may be utilized by teachers and students
for understanding different concepts, improving vocabulary, developing Reasoning & Thinking,
etc. ICT can help in preparing students for SAT, GRE, TOEFL, etc.
2.4 Information and Communication Technology (ICT) for Education in Nigeria
Osei Tutu Agyeman (2007), reported that, Nigeria started implementing its ICT policy in April
2001 after the Federal Executive Council approved it by establishing the National Information
Technology Development Agency (NITDA), the implementing body. The policy empowers NITDA
to enter into strategic alliances and joint ventures and to collaborate with the private sector to
realize the specifics of the country’s vision of, “making Nigeria and IT capable country in Africa
and a key player in the information society by the year 2005 through using IT as an engine for
sustainable development and global competitiveness.” This vision is yet to be fulfilled.
Outlined below are some of the objectives of Nigeria’s ICT policy:
A. To ensure that ICT resources are readily available to promote efficient national development

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B. To guarantee that the country benefits maximally, and contributes meaningfully, by
providing the global solutions to the challenges of the Information Age
C. To empower Nigerians to participate in software and ICT development
D. To encourage local production and manufacture of ICT components in a competitive
manner
E. To establish and develop ICT infrastructure and maximize its use nationwide
F. To empower the youth with ICT skills and prepare them for global competitiveness
G. To integrate ICT into the mainstream of education and training
H. To create ICT awareness and ensure universal access in promoting ICT diffusion in all
sectors of national life
I. To create an enabling environment and facilitate private sector (national and multinational)
investment in the ICT sector
J. To encourage government and private sector joint venture collaboration
K. To develop human capital with emphasis on creating and supporting a knowledge-based
society
L. To build a mass pool of ICT literate manpower using the NYSC, NDE, and other platforms
as a train-the-trainer scheme for capacity-building.
Telecommunications
Nigeria’s telecommunications policy was briefly stated by its Minister for Communication, Mr.
Frank Nweke Jr., during his address at the 4th World Telecommunications Development
Conference in Doha on 8 March 2006. Policy implementation which was initiated as part of the
current government’s public sector reform agenda was launched in 2000 and focuses on:

21
I. Deregulating, liberalizing, and privatizing the telecommunications industry
II. Providing incentives to telecom investors and operators to facilitate their entry into the
Nigerian telecom market by waiving tax and import duties
III. Promoting and providing access to telecommunications facilities and services at reduced
cost while increasing penetration.
Consequently the Nigeria Telecommunications Act was passed by the National Assembly to
give autonomy to the Nigeria Communications Commission (NCC) as the telecommunications
regulator responsible for the implementation of the policy. The government has also introduced
converged licensing for ISPs for the benefit of the disadvantaged communities and rural
populations. Bulk bandwidth purchasing by the Nigeria ISPs Association (NISPA) is currently at
100 naira per hour for broadband Internet access, which is less than USD$1 at the going exchange
rate.
Educational Policy
Nigeria’s objective for primary education does not elicit the knowledge of ICT. Emphasis is
placed on:
1. Widening access to basic education
2. Eliminating present inequalities in the enrolment between the urban and rural populations
3. Ensuring greater retention in schools
4. Ensuring long-term permanent literacy for those children who have completed the
programme
While ICT knowledge is not evoked in the vision set for primary school pupils, it is abundantly
clear that government’s new policies and programmes in the telecommunications and ICT policy
sectors do address the problem otherwise

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Current ICT Initiatives and Projects
Nigeria’s education ministry is yet to design its ICT policy for education. The Ministry’s
ICT department was created in February 2007. However several different initiatives by government
agencies and the private sector to introduce and promote ICTs in education are underway. The
drawback to these programmes is the generally sporadic and insufficient supply of electric power in
the urban areas.
The National Open University of Nigeria (NOUN), established in 2002, has created 27 study
centres across the country. NOUN’s dream is to establish study centres not only in each of the 36
states of the federation but also at local government area in order to make tertiary education
available to all citizens. Each NOUN 13 study centre is a computer laboratory/cyber café equipped
with a minimum of 25 computers in a local area network (LAN) configuration. The centres are yet
to be connected to NOUN’s REPRODAhq (repository, reproduction, distribution and
administration headquarters) through a wide area network (WAN) to enable the mainstreaming of
the following activities:
 Training and learning
 Assessment and testing
 Interactive sessions
 Communications (e-mail, chat, forums)
 Internet access
 Access to virtual library
 Other computer applications

23
NOUN uses the WAN to deliver distance learning courses to all the study centres. Each study
centre has facilitators (instructional and tutorial) and student counselors responsible for guidance
and counselling services to the learners. The facilitators and counselors are drawn from within the
community or nearby communities. NOUN’s ICT applications presently cover:
 Management of student records (on-line application, admission, registration, and exam
procedures)
 Learner management system (e-learning and the virtual library)
 Communication (e-mail, SMS, video-conferencing, and Internet)
 Delivery of the human resource and finance courses. The PDF files of these two courses are
already available on-line. The goal of NOUN is to use the REPRODAhq to eventually
reproduce all course materials in electronic form.
In 2007 NOUN will, for the first time, receive government budgetary allocation for its
programmes. To date, NOUN essentially obtained funding from other sources to mount its
programmes and projects. Other government agencies employing ICT bemoan the low levels of
government subvention.
The NUC started an on-line Mandatory Continuous Professional Development (MCPD)
programme in pedagogy called the Virtual Institute for Higher Education Pedagogy for lecturers
who do not have qualification in education.
The British Council has initiated a Digital Library Project (DLP) project to assist universities to
digitize their libraries. Acquisition of basic ICT skills and capabilities have recently been made
mandatory as part of the national minimum standard for teacher education at the Nigeria Certificate
of Education and first degree in education levels. Also, some universities in Nigeria have made ICT
skills a requirement for continuing and graduating students. Thus, the teacher education colleges

24
have also been impacted by the current ICT revolution. The Federal College of Education (FCE) in
Omoku has 130 computers in three e-learning classrooms each with 30 computers and a cyber café
with 40 work stations.
Microsoft and Cisco Interventions
In 2003 Microsoft and the Nigerian government signed a three-year agreement intended to
enable Nigeria to deploy ICTs in order to accelerate economic growth. This partnership is to help
Nigeria build its software development industry as well as streamline the government’s use of
Microsoft software tools. It is also intended to stimulate the private sector and increase Nigeria’s
global competitiveness. To this end Microsoft will provide support to the Computers for All
Nigerians initiative and will produce their software in three local languages, Hausa, Igbo, and
Yoruba, by the end of 2007.
Further, Microsoft has signed an MOU with the Educational Trust Fund (ETF) under the
Microsoft Partners in Learning Programmes (PIL) to develop the ICT skills of teachers. Microsoft
and ETF are also jointly building a teacher-training methodology that will become the future
standard for schools countrywide. The two parties hope to bring technology to bear on primary,
secondary, and tertiary education through these agreements. Accordingly, NITDA is offering free
training on Microsoft products to ICT staff in government and public enterprises.
The government has also acquired Microsoft products for free distribution to these
enterprises. Another agreement between the two parties focuses on cyber crime detection and
prevention. The MOU stipulates that Microsoft will share information and train and build capacity
of Nigeria’s law enforcement agencies to fight cyber crime. The agencies will also benefit from
training sessions for law enforcement officers and representatives, sponsored seminars, information
for successful enforcement, and access to Microsoft’s technical expertise. Nigeria’s Economic and

25
Financial Crimes Commission is the government organ involved. Partnership with CISCO is also
being promoted. The company seeks to provide the necessary services to telecom operators to grow
their voice and data services and has established CISCO training academies all across Nigeria, with
the intention of expanding further training facilities and academies in the country to increase access
to education. As of 2006 there were 1,320 students in training in these institutions.
Radio and Television in Distance Learning
NOUN is currently working on a radio facility donated by the Commonwealth of Learning
and will start airing some of their courses using that medium within the next six months. A British
consultant is assisting NOUN to launch the facility. UNESCO is also providing support to launch
the Radio for Literacy Project for Nigeria. The project is intended to impact 60 million illiterate
Nigerians with 12 states of the federation involved in the pilot phase.
The Government of Nigeria has also ceded the educational unit of the Nigeria Television
Authority (NTA) in Tejusho, Lagos, to NOUN to enable it to televise some of their courses. NOUN
already uses videoconferencing for some course deliveries by making students gather in study
centre and interactively participate in class activities with facilitators in remote locations.
2.5 Information and Communication Technology (ICT) as a Tool in Teaching and Learning
In teaching and learning activities, ICT is an assisting tool. ICT is used as a tool for example
while making assignments, collection of data and documentation, communication and conducting
research. ICT is a medium of teaching and learning technologies as we all know, have to do with
new idea that assist human kind to progress. In any aspect of life, information is central and without
it, life will be static. This information are selected, acquired, organized, stored, retrieved and
disseminated by librarians through libraries and information centers. Dissemination itself, involves
communication from one point to the other or from a source to a destination. This means that

26
information alone without communication is not complete. Omekwu (2006) observed that
“information and communication technology systems are radically redefining the age-long concept
of library as an institution for collecting, processing, storing and retrieving of paper-based
materials”. He added that modern library systems have emerged and are advancing to media, CD-
ROM, internet and digital or virtual libraries.
1. How have computers and the Internet been used for teaching and learning?
There are three general approaches to the instructional use of computers and the Internet,
namely:
a) Learning about computers and the Internet, in which technological literacy is the end goal;
b) Learning with computers and the Internet, in which the technology facilitates learning across the
curriculum; and
c) Learning through computers and the Internet, integrating technological skills development with
curriculum applications.
2. What does it mean to learn about computers and the Internet?
Learning about computers and the Internet focuses on developing technological literacy. It
typically includes:
• Fundamentals: basic terms, concepts and operations
• Use of the keyboard and mouse
• Use of productivity tools such as word processing, spreadsheets, database and graphics programs
• Use of research and collaboration tools such as search engines and email
• Basic skills in using programming and authoring applications such as Logo or HyperStudio
• Developing an awareness of the social impact of technological change.

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3. What about learning with computers and the Internet?
Learning with the technology means focusing on how the technology can be the means to
learning ends across the curriculum. It includes:
• Presentation, demonstration, and the manipulation of data using productivity tools
• Use of curriculum-specific applications types such as educational games, drill and practice,
simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract
concepts, musical composition, and expert systems
• Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps
and atlases, electronic journals and other references.
Technological literacy is required for learning with technologies to be possible, implying a two-step
process in which students learn about the technologies before they can actually use them to learn.
However, there have been attempts to integrate the two approaches.
4. What does learning through computers and the Internet mean?
Learning through computers and the Internet combines learning about them with learning
with them. It involves learning the technological skills “just-in-time” or when the learner needs to
learn them as he or she engages in a curriculum-related activity. For example, secondary school
students who must present a report on the impact on their community of an increase in the price of
oil for an Economics class may start doing research online, using spreadsheet and database
programs to help organize and analyze the data they have collected, as well using a word processing
application to prepare their written report.
5. What are ICTs and what types of ICTs are commonly used in education?
ICTs stand for information and communication technologies and are defined, for the
purposes of this primer, as a “diverse set of technological tools and resources used to communicate,

28
and to create, disseminate, store, and manage information.” These technologies include computers,
the Internet, broadcasting technologies (radio and television), and telephony.
In recent years there has been a groundswell of interest in how computers and the Internet
can best be harnessed to improve the efficiency and effectiveness of education at all levels and in
both formal and non-formal settings. But ICTs are more than just these technologies; older
technologies such as the telephone, radio and television, although now given less attention, have a
longer and richer history as instructional tools. For instance, radio and television have for over forty
years been used for open and distance learning, although print remains the cheapest, most
accessible and therefore most dominant delivery mechanism in both developed and developing
countries. The use of computers and the Internet is still in its infancy in developing countries, if
these are used at all, due to limited infrastructure and the attendant high costs of access.
2.6 Key Challenges in Integrating Information and Communications Technology (ICT) in
Education
Although valuable lessons may be learned from best practices around the world, there is no
one formula for determining the optimal level of ICT integration in the educational system.
Significant challenges that policymakers and planners, educators, education administrators, and
other stakeholders need to consider include educational policy and planning, infrastructure,
language and content, capacity building, and financing.
1. What are the Implications of ICT to Enhanced Education for Educational Policy and
Planning?
Attempts to enhance and reform education through ICTs require clear and specific objectives,
guidelines and time-bound targets, the mobilization of required resources, and the political

29
commitment at all levels to see the initiative through. Some essential elements of planning for ICT
are listed below.
A. A rigorous analysis of the present state of the educational system. ICT based interventions
must take into account current institutional practices and arrangements. Specifically, drivers
and barriers to ICT use need to be identified, including those related to curriculum and
pedagogy, infrastructure, capacity building, language and content, and financing.
B. The specification of educational goals at different education and training levels as well as
the different modalities of use of ICTs that can best be employed in pursuit of these goals.
This requires of the policymaker an understanding of the potentials of different ICTs when
applied in different contexts for different purposes, and an awareness of priority education
needs and financial and human resource capacity and constraints within the country or
locality, as well as best practices around the world and how these practices can be adapted
for specific country requirements.
C. The identification of stakeholders and the harmonizing of efforts across different interest
groups.
D. The piloting of the chosen ICT-based model. Even the best designed models or those that
have already been proven to work in other contexts need to be tested on a small scale. Such
pilots are essential to identify, and correct, potential glitches in instructional design,
implement ability, effectiveness, and the like.
E. The specification of existing sources of financing and the development of strategies for
generating financial resources to support ICT use over the long term.
2. What are the Infrastructure Related Challenges in ICT to Enhanced Education?

30
A country’s educational technology infrastructure sits on top of the national
telecommunications and information infrastructure. Before any ICT-based programme is launched,
policymakers and planners must carefully consider the following:
• In the first place, are appropriate rooms or buildings available to house the technology? In
countries where there are many old school buildings, extensive retrofitting to ensure proper
electrical wiring, heating/cooling and ventilation, and safety and security would be needed.
• Another basic requirement is the availability of electricity and telephony. In developing countries
large areas are still without a reliable supply of electricity and the nearest telephones are miles
away. Experience in some countries in Africa point to wireless technologies (such as VSAT i.e.
Very Small Aperture Terminal or Fiber Optic) as possible levers for leapfrogging. Although this is
currently an extremely costly approach, other developing countries with very poor
telecommunications infrastructure should study this option.
• Policymakers should also look at the ubiquity of different types of ICT in the country in general,
and in the educational system (at all levels) in particular. For instance, a basic requirement for
computer-based or online learning is access to computers in schools, communities, and households,
as well as affordable Internet service.
In general, ICT use in education should follow use in society, not lead it. Education
programs that use cutting-edge technologies rarely achieve long term success: It is cheaper, and
easier, to introduce a form of technology into education, and keep it working, where education is
riding on the back of large scale developments by governments or the private sector. Television
works for education when it follows rather than precedes television for entertainment; computers in
schools can be maintained once commercial and private use has expanded to the point where there
is an established service industry.

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3. What are the challenges with respect to capacity-building?
Various competencies must be developed throughout the educational system for ICT integration
to be successful.
Teachers- Teacher professional development should have five foci:
A. Skills with particular applications;
B. Integration into existing curricula;
C. Curricular changes related to the use of IT (including changes in instructional design);
D. Changes in teacher role; and
E. Under pinning educational theories.
Ideally, these should be addressed in pre-service teacher training and built on and enhanced in-
service. In some countries particularly like Nigeria, teaching accreditation requirements include
training in ICT use. ICTs are rapidly developed.
4. Can ICT Replace the Teacher?
The answer is a resounding NO! In fact, with the introduction of ICTs in the classroom, the
teacher’s role in the learning process becomes even more critical. What can and should change is
the kind of role that the teacher plays. The role of students, in turn, also expands. And since ICTs
can open up the classroom to the outside world, the community can also play a new role in the
classroom. As learning shifts from the “teacher-centered model” to a “learner-centered model”, the
teacher becomes less the sole voice of authority and more the facilitator, mentor and coach from
“sage on stage” to “guide on the side”.
The teacher’s primary task becomes to teach the students how to ask questions and pose
problems, formulate hypotheses, locate information and then critically assess the information found

32
in relation to the problems posed. And since ICT-enhanced learning is a new experience even for
the teachers, the teachers become co-learners and discover new things along with their students.
Additionally, it is not uncommon to see students in an ICT enabled classroom assume both
formal and informal roles as teachers of their peers and younger students, sometimes even of their
own teachers. Teachers and students from different schools, subject matter experts, parents,
community and business leaders, politicians, and other interested parties also become involved in
the learning process as resource persons, critics, mentors, and cheerleaders. They also comprise a
public, and hopefully critical, audience for students’ work published on the Web or through other
media.
Yet many teachers are reluctant to use ICTs, especially computers and the Internet.
Hannafin and Savenye (1993) identify some of the reasons for this reluctance: poor software
design, skepticism about the effectiveness of computers in improving learning outcomes, lack of
administrative support, increased time and effort needed to learn the technology and how to use it
for teaching, and the fear of losing their authority in the classroom as it becomes more learner-
centered. These are all issues that must be addressed by both pre-service teacher education and in-
service teacher professional development programs if schools and other educational institutions are
to fully exploit the potential of computers and the Internet as educational tools.
At the in-service level, ICT Teacher Professional Development (TPD) should be long-term,
teacher-directed, and as flexible as possible. For many under-qualified, overworked, and underpaid
teachers in developing countries, effective adoption of ICTs hinges on being given continuous
opportunities to learn what they need to learn based on their specific circumstances and experience,
when they have the time to learn it. Institutionalized incentives and support for teachers to pursue
ICT TPD are also critical. This may take the form of promotions for teachers who innovate with (as

33
opposed to merely using) ICTs in the classroom or simply making sure those teachers have
adequate access to technology after training. Teaching technologies, however, and so even the most
ICT fluent teachers need to continuously upgrade their skills and keep abreast of the latest
developments and best practices.
While the first focus skills with particular applications are self-evident, the four other foci
are of equal, if not ultimately greater, importance. Research on the use of ICTs in different
educational settings over the years invariably identify as a barrier to success the inability of teachers
to understand why they should use ICTs and how exactly they can use ICTs to help them teach
better. Unfortunately, most teacher professional development in ICTs is heavy on “teaching the
tools” and light on “using the tools to teach.” Teacher anxiety over being replaced by technology or
losing their authority in the classroom as the learning process becomes more learner-centered an
acknowledged barrier to ICT adoption can be alleviated only if teachers have a keen understanding
and appreciation of their changing role.
In the Philippines, for example, one of the major obstacles to optimizing computer use in high
schools has been the lack of timely technical support. In some extreme cases involving schools in
remote areas, disabled computers take months to be repaired since no technician is available in the
immediate vicinity and so the computers have to be sent to the nearest city hundreds of kilometers
away.
Content Developers - Content development is a critical area that is too often overlooked. The bulk
of existing ICT-based educational material is likely to be in English (see section on language and
content below) or of little relevance to education in developing countries (especially at the primary
and secondary levels). There is a need to develop original educational content (e.g., radio programs,
interactive multimedia learning materials on CD-ROM or DVD, Web-based courses, etc.), adapt

34
existing content, and convert print-based content to digital media. These are tasks for which content
development specialists such as instructional designers, scriptwriters, audio and video production
specialists, programmers, multimedia course authors, and web-developers are needed. Like
technical support specialists, content developers are highly skilled professionals and are not, with
the exception of instructional designers, historically employed by primary and secondary schools.
Many universities with distance education programs, and those who otherwise make use of ICTs,
have dedicated technical support and content development units.
5. What are the challenges related to financing the cost of ICT use?
One of the greatest challenges in ICT use in education is balancing educational goals with
economic realities. ICTs in education programs require large capital investments and developing
countries need to be prudent in making decisions about what models of ICT use will be introduced
and to be conscious of maintaining economies of scale. Ultimately it is an issue of whether the
value added of ICT use offsets the cost, relative to the cost of alternatives. Put another way, is ICT-
based learning the most effective strategy for achieving the desired educational goals, and if so
what is the modality and scale of implementation that can be supported given existing financial,
human and other resources?
2.7 Different Stages in the Development of the Use of Information and Communications
Technology (ICT) in Schools
According to Plomp, Brummelhuis, & Rapmund (1996) three different stages in the development of
the use of ICT in schools can be observed:
1) The teachers use computers to support traditional methods of teaching, such as drill-and-
practice, text orientation, whole group lectures and seatwork.

35
2) The teachers gain confidence and use technology as part of more innovative instruction,
including, team teaching, interdisciplinary project based instruction, and individually pace
instruction.
3) The teachers enter an inventive stage in which they experiment and change the use of
technology to support active, creative and collaborative learning.
Comparing the different methodologies used in the schools and reported in stages (1 to 3) it can be
concluded that several of the methodologies would fit into the first phase described. PowerPoint
presentations, animations and experiments are ways of using ICT to support traditional methods of
teaching. The use of internet to find information and e-mail to communicate could be described as
attempts to use ICT in a more innovative way, a way which includes the development of other
methods than the traditional ones. In some cases this could also be close to different ways of active,
creative and collaborative learning. Generally it can be concluded that in most cases the school
practices are in the process of moving from using ICT as a support to traditional teaching methods
to a more innovative use of ICT which includes using new technology to find new way of teaching
and learning. There are also some signs of entering the third stage.

36
CHAPTER THREE
METHODOLOGY
3.1 Research Design
The study is basically the survey research method. According to Kerlinger (1973), survey
research tries to determine the incidence, among sociological and psychological variable and is
considered appropriate for this study. More importantly is the fact that, survey research typology
enables information to be obtaining from a representative sample of the population and descry be
situation as they exist.
Furthermore, survey research focuses on people and their views, beliefs, opinions,
perceptions, motivations, attitudes and behavior.
3.2 Variables of the Study
The study focused on FCT College of Education, Zuba, Abuja. The institution is located at
North Central Senatorial Zone in Northern Part of Nigeria. The institution is supreme for this type
of study because of her location at Federal Capital of Nigeria. Therefore, different types of tribes in
Nigeria are represented or admitted in the college. Thus, institution has over five thousand
population of students, and about two hundred and twenty one academic staffs are part of the
research work.

37
3.3 Population of the Study
The population of the study is made of respondents that comprised staff (academic staff) and
students drawn randomly from five (5) schools in FCT college of Education, Zuba, Abuja. The
schools are;
 School of Arts and Social Sciences
 School of Education
 School of Languages
 School of Sciences
 School of Vocational and technical education
Since the population was large and impossible for the researcher to cover the intake
populations, therefore, samples of 700 respondents consisting of 500 students were selected from
the schools and 200 staff is used for the study. It is through the students and academic staff that the
researcher got the required information on the study through the use of questionnaires. The detail of
the FCT College of education Zuba populations’ tables can be located at the appendices section.
3.4 Sample and Sampling Techniques
The sample selection was done using random sampling technique. Simple random sampling
according to Olakunle S. A. and David O. K. (2011) is a method of obtaining representative which
involves identifying every element in the sampling frame and choosing them on the basis of any
planned process, but on major thing in the process is that element or member has an equal
opportunity of being selected. Also, stated by Awotunde, Ugoduluwa and Ozoji (1997) is a

38
carefully planned procedure for drawing a simple random sampling of an element from a population
in such a way that the following conditions are met:
 Every element in the population had an equal chance of being selected in the sample
 Every possible combination of an element on the population had an equal chance of
constituting the sample.
3.5 Instrument(s)
The instrument used for the study is a questionnaire which was designed by the researcher.
The questionnaire was used to obtain information from respondents on the application of ICT to
enhance effective performance in teaching and learning. The questionnaire was divided into two
parts, namely section A and B. Section-A educed information on personal data of the respondents
while section-B contained items directly related to the research questions. The respondents will be
given alternative responses to choose from. It is a closed ended questionnaire in which the
responses were categorized as follows: Strongly Agree (SA), Agree (A), Strongly Disagree (SD)
and Disagree (D) respectively.
3.6 Validity and Reliability of the Instrument(s)
With the main instrument developed, it was then necessary to carry out a pilot study
purposely to test the validity and reliability of the instrument. A total number of 750 copies of the
questionnaire were administered to 500 students and 250 questionnaires for academic staff of
Federal College of Education, Zuba, Abuja, and the same 750 copies were filled and returned by
these respondents. The responses were analyzed using Chi-squared (X2) procedure to the null
hypothesis calculated data obtained.

39
Where, N = the number of items in the test
∑ = the sum of values
The table of X2 consistency and reliability were found to be within the range of probability value of
x ≤ 0.99 or x ≥ 0.001 respectively, which shows a significance difference from the null hypothesis
to be accepted or rejected.
X2 Procedure using two or more independent variable:
1. Set out a table of value from the data collected;
2. Decide on null hypothesis;
3. Calculate the expected frequencies, based on the null hypothesis;
4. Decide the number of degree of freedom;
5. Running the analysis as usual.
Note that, the sum of all X2 values obtained for the number of items observed in the column will
be put together as a single value for each category.
3.7 Administration of the Instrument(s)
The data for the study were collected through the administration of questionnaire. The
researcher visited the respondents to sample their opinions by administering the questionnaire to
them. The respondents were instructed on how to fill the questionnaire, and were asked to respond
to the statements indicating their degree of responses. Opinion of the respondents completed their
own questionnaire and returned it immediately. For those respondents who could not complete
theirs immediately, the researcher came back the next day to collect the rest of the questionnaires.

40
3.8 Method and Techniques of Data
Data collected from the administered questionnaire were categorized and presented while
the Chi-square (X2) statistical analysis was adopted for the calculation of the research questions
based on the related questionnaire items for each of the research question.

41
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS
In this chapter, the researcher presents data obtained from the study. The analysis was
conducted using data conducted using data collected from the administered questionnaire and were
categorized and presented while; the mean score statistical analysis was adopted for the calculation
of the research questions based on the related questionnaire items for each of the research question.
750 copies of questionnaire were dispatched but not all the questionnaires were dully filled by the
respondent. About 107 copies of questionnaires were vender invalid because, some teachers and
students could not fill them appropriately while others could not return theirs. At the time collection
only 643 copies were duly countered which however made the total number of the questionnaire
analyzed to be 643. Mean statistics and percentage were used for analysis of data collected. The
formula adopted is stated below:
X =
𝐸𝑓𝑥
𝐸𝑓
where,
X= mean
∑ = summation or addition
f = Frequency
∑fX = Addition or summation of all the total frequency
∑rw = summation of values in the table rows
∑cl = summation of the values in the table columns

42
(O) = Observed value (frequencies)
(E) = Expected value= (∑r*(∑c/∑r+∑c))
X2 = (O-E)2/E (i.e. Chi-squire value)
The researcher used only 86% of the questionnaire distributed to take decision on whether to
accept or reject the null hypothesis from the responses of the respondents.
Demographic data of the respondents
Table 1: Teachers and Students respondents’ population in percentage
Type of Respondents Number of Respondents (N) Percentage (%)
Teachers 214 85.6
Students 429 85.8
From the above table 1, it shows that the teachers constitute 214 (85.6%) of the respondents,
while the students constitute 429 (85.8%) of the respondents.

43
Table 2: Data collected from Teachers respondents
S/N ITEMS SA A D SD
1 ICT medias brings abstract concept to
real life situations for proper
understanding of students.
88 100 17 9
2 ICT media in the teaching and learning
such as television, computer and
projector ensure better retention of
subject and make learning more
permanent.
80 113 17 4
3 ICT media helps to stimulate student
interest in reading and save time to
understand the lesson
79 110 20 5
4 Uses of ICT like internet help staff and
students have access to relevant
research materials.
97 93 22 2
5 Academic staff considers the use of
ICT media as waste of time.
72 110 31 1
6 Insufficient energy supply act as barrier
to effective use of ICT in teaching and
65 50 92 7

44
learning activities in the college
7 The lack of expertise to handle these
ICT media by academic staff and
students is a barrier to effective use of
ICT in teaching and learning activities
in the college.
45 71 90 8
8 Poor quality and inadequate
maintenance of ICT hardware is a
barrier to effective use of ICT in
teaching and learning activities in the
college.
57 90 49 18
9 There are enough ICT media like
computer, electronic gadgets and
overhead projectors in the college.
86 99 25 4
10 There are adequate provisions of
televisions, video recordings in the
lecture rooms.
91 90 23 10
11 Opaque and video camera are available
in the college lecture rooms.
91 90 31 2
12 There is adequate provision of ICT 85 69 54 6

45
(computer) learning software in all the
school subjects in the college.
13 If fund is made available by
government and other non-
governmental agencies, the college will
provide ICT facilities to the institutions.
68 118 19 9
14 If academic staffs are trained on the use
of ICT media through organized
seminar and conference, they will make
appropriate use of ICT media in
providing services.
94 91 17 12
15 If college management makes appeals
to companies such as HP computer,
Zinox and Compaq, they will assist the
college in provision of computers to the
college in form of computer
instructional gadgets.
73 123 16 2
16 Provision of stable power supply will
ensure appropriate use of ICT media in
teaching and learning activities in the
college.
122 82 7 3

46
Total 1293 1499 530 102
The above table shows how teachers responded to the questionnaire; the figures in the table were
used to check the validity and reliability of the data obtained on each item from item 1 to item 16,
the sum of the total values given are 3424 (i.e. 1293+1499+530+102=3424) which is the same as
the total number of the respondents 214 multiplied by the number of items 16 that gives the same
values 3424 (i.e. 214*16=3424).
Table 3: Data collected from Students base on gender level respondents
S/N ITEMS SA A D SD
M F M F M F M F
1 ICT medias brings
abstract concept to real
life situations for proper
understanding of
students.
65 131 71 132 5 16 4 5
2 ICT media in the teaching
and learning such as
television, computer and
projector ensure better
retention of subject and
85 122 51 123 7 31 2 8

47
make learning more
permanent.
3 ICT media helps to
stimulate student interest
in reading and save time
to understand the lesson
78 129 56 115 10 37 1 3
4 Uses of ICT like internet
help staff and students
have access to relevant
research materials.
100 156 35 105 7 13 3 10
5 Academic staff considers
the use of ICT media as
waste of time.
27 65 49 84 39 63 30 72
6 Insufficient energy
supply act as barrier to
effective use of ICT in
teaching and learning
activities in the college
19 42 19 44 38 83 69 115
7 The lack of expertise to
handle these ICT media
by academic staff and
23 25 15 44 40 109 67 106

48
students is a barrier to
effective use of ICT in
teaching and learning
activities in the college.
8 Poor quality and
inadequate maintenance
of ICT hardware is a
barrier to effective use of
ICT in teaching and
learning activities in the
college.
28 72 38 45 30 72 49 95
9 There are enough ICT
media like computer,
electronic gadgets and
overhead projectors in the
college.
33 64 29 51 48 87 35 82
10 There are adequate
provisions of televisions,
video recordings in the
lecture rooms.
52 98 58 102 22 53 13 31
11 Opaque and video camera 57 104 46 82 36 51 6 47

49
are available in the
college lecture rooms.
12 There is adequate
provision of ICT
(computer) learning
software in all the school
subjects in the college.
64 95 53 101 20 44 8 44
13 If fund is made available
by government and other
non-governmental
agencies, the college will
provide ICT facilities to
the institutions.
71 141 56 101 13 19 5 23
14 If academic staffs are
trained on the use of ICT
media through organized
seminar and conference,
they will make
appropriate use of ICT
media in providing
services.
90 154 46 96 5 21 4 13

50
15 If college management
makes appeals to
companies such as HP
computer, Zinox and
Compaq, they will assist
the college in provision
of computers to the
college in form of
computer instructional
gadgets.
68 109 61 131 9 27 7 17
16 Provision of stable power
supply will ensure
appropriate use of ICT
media in teaching and
learning activities in the
college.
95 194 35 63 7 21 8 6
The above table 2, shows how students responded to the questionnaire; the figures in the table were
used to check the validity and reliability of the data obtained on each item from item 1 to item 16,
the sum of the total values given are 6864 (i.e. 955+1701+718+1419+336+747+311+677 =6864)
which is the same as the total number of the male and female respondents as 145 and 284
respectively, multiplied by the number of items 16 by number of male and number of female

51
respondents and get the sum of the values obtained that gives the same values 3424 (i.e.
(16*145)+(16*284)=6864).
The Null Hypothesis (Ho): the calculated X2 values obtained were simplified in to two categories
(Agreed and Disagreed) to represent the four categories (Strongly Agreed, Agreed, Disagreed and
Strongly Disagreed) used in the questionnaire to the result simpler for better understanding. This
was done by taking the average of each of the two X2 values (i.e. SA+A/2=A; D+SD/2=D) to make
it a single X2 value as presented in the each of the research hypothesis tables below.
Research hypothesis 1: There is no significant difference in the male and female gender level in
using ICT for learning purposes.
Table 4: Chi-square (X2) value for Male and Female Students for gender level in using ICT for
learning purposes.
Agreed (A) Disagreed (D)
Male 10.08 1.87
Female 5.60 10.54
Table 4 above shows that the responses of respondent on application of ICT for effective
performance in teaching and learning. From the table, it is clear that enough the usage of ICT media
like computer electronics gadgets, overfed projectors etc in the FCT College of education Zuba, has
a great impact for learning purposes. The null hypothesis is accepted as the X2 value obtained are
10.08 and 5.60 for male and female students as agreed, using the X2 table degree of freedom 3; for

52
male gender the probability (p) is greater than or equals to 0.01 (p≥0.01), and for female gender the
probability (p) is less than or equals to 0.05 (p≥0.05). That shows that there is significant difference
in male and female gender in using ICT for learning purposes.
Note that, the detail of the analyzed values is presented in the index section in table 9.
Research hypothesis 2: There is no significant difference in the teachers’ and students’ barriers to
effective use of ICT for teaching and learning purposes.
Table 5: Chi-square (X2) value for Teachers and Students for the barriers to effective use of ICT for
teaching and learning purposes.
Teachers 9.29 17.39
Students 24.92 42.32
Limitations to the teachers’ and students’ barriers to effective use of ICT for teaching and
learning purposes. The null hypothesis is accepted as the X2 value obtained are 9.29 and 24.92 for
teachers and students, using the X2 table degree of freedom 3; for teachers the probability (p) is
greater than 0.05 (p>0.05), and for students the probability (p) is greater than 0.001 (p>0.001) gives
more confidence as it exceeds the X2 values in 0.001 probability column. That shows that there is
significant difference in teachers’ and students’ barriers to effective use of ICT for teaching and
learning purposes.

53
Research Question 3: There is no significant difference in the challenges faced by teachers and
students in the application of ICT.
Table 6: Chi-square (X2) value for Teachers and Students for the challenges faced in the application
of ICT.
Teachers 49.20 185.40
Students 254.52 340.26
Table 6 shows the response of the respondents on measures to solving the problems associated with
the use of ICT in the FCT College of education, Zuba. The table revealed that all the respondents
agreed that problems associated with the use of ICT in the FCT College of Education Zuba, can be
solved if fund is made available by government for the college authority to purchase ICT media and
subsequently teachers in the use of these ICT media. It also revealed that if the college management
makes appeal to ICT companies such as HP computer and COMPAQ etc, they will assist the
college in the provision of computer instructional gadgets as well as provision of stable power
supply will also ensure appropriate use of ICT media in the college. This conclusion is reached
based on the X2 of teachers with 49.20 as agreed and students with 254.52 as agreed as well. Both
the two values give more confident as the calculated X2 value is more than 0.001 in the probability
column (p> 0.001).

54
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
In study investigated the “Application of ICT for Effective Performance in Teaching and
Learning in FCT College of Education, Zuba, Abuja”. The ICT as examined by the study is the
application of all the electronic infrastructure and facilities employed by college to improve and
provide efficient services. Such facilities, according to the study consist of hardware, software and
communications links between the service outlets of different sections of teaching and learning to
facilitate the sharing of common resources, especially the college networks. It also went further to
examine in brief the solutions to some assumption of problems that may occur under the study.
There was a review literature, and some relevant information materials on concept of
information and communication technology (ICT), the benefits of ICT to academic functions of
college, impact of ICT in teaching and learning services among others are adequately X-rayed by
the study. Sample sizes of six hundred and forty three (643) people were used for the study.
5.1 Summary of Findings
The researcher found out that, application of ICT in teaching and learning services by FCT College
of Education Zuba, impact positively in the services provided by academic staff to users of the
students. This, the majority of the constraints inherent in the application of ICT in teaching and
learning services.

55
From the data collected and the research questions analyzed, we observed that the
respondents have various opinions about ICT in terms of its usage in providing services to its users.
The first research question revealed that ICT makes teaching and learning simple by bringing
abstract concept to real life situations for students. ICT through its media or tools ensure better
retention of subjects taught, and ICT saves time of the library users. The application of ICT based
on the research questions among others highlighted that the college has enough computer
electronics gadgets, video recording, and video camera, computer learning software. Although, the
research also exposed some inadequacies associated with the ICT deployment such as lack of
sufficient power supply, expertise, inadequate fund to mention but a few.
In the cause of the analysis of the data collected from the field and represented as shown on
the various tables and through the use of chi-square statistical analysis, the following finding were
made;
(i) ICT media brings abstract concept to real life situations for proper understanding of
students;
(ii) ICT media in the teaching and learning such as television, computer and projector ensure
better retention of subject taught and make earning more permanent;
(iii) ICT media helps to stimulate student’s interest in reading and save time duly spent in the
library;
(iv) The use of internet helps staff and students have access to relevant research materials;
(v) There are enough ICT media like computer electronics gadgets and overhead projectors in
the college;
(vi) There is adequate provision of video recording in the lecture rooms;

56
(vii) Opaque and video camera are available in the college lecture rooms;
(viii) There are adequate provisions of ICT (Computer) learning software in all the school
subjects in the college;
(ix) Lecturers consider the use of ICT media as waste of time;
(x) Insufficient energy supply act as barrier to effective use of ICT in teaching and learning
activities in the college;
(xi) The lack of expertise to handle these ICT media by academic staffs and students is a barrier
to effective use of ICT in teaching and learning activities in the college;
(xii) When fund is made available by government, the college will make provision for the use of
ICT media to five schools in the institution;
(xiii) When college management makes appeal to ICT companies such as HP, Zinox, Samsung,
Toshiba and COMPAQ etc, they will assist the college in the provision of computer instructional
gadgets;
5.2 Conclusion
The study critically looked at the application of ICT for effective performance in teaching and
learning in FCT College of education Zuba, Abuja. The research questions were all proved
positively, that there is no significant difference in all the conditions stated. The null hypothesis has
proved with confidence in the results obtained. A research design method was used in the study,
and the population of the study is made up of respondents that comprised academic staff and
students drawn from the five schools in FCT College of Education Zuba. The questionnaires used
as instrument for data collection were analyzed using chi-square. The research work or findings
revealed that ICT brings abstract concept to real life situation for proper understanding of teachers

57
and students; ICT helps to stimulate academic staff and students’ interest in reading and save time
duly spent in the study sessions. The study also proffered suggestions to the problems identified in
the course of carrying out the work. The study recommended stable electricity supply, appropriate
funding, adequate textbooks to mention but a few.
Finally, the work made suggestions for further studies based on the other areas in ICT that
are very crucial in the use of ICT in teaching and learning.
5.3 Implication of the Study
The study will be great benefits to the students, lecturer and other major stake holders in Education
because the ICT tools and resource currently in use today will enhance academic activities of the
offered mentioned education practitioners by providing relevant and timely information materials in
teaching and learning through the services offered by the college with the aid of ICTs .
The research work will also assist college management in providing the much needed
infrastructural movement and funding for ICT, and ensuring the college services to the client are
adequate harnessed. It will also create room for capacity building and staff development in the
education sector.
In addition, the study will create awareness to lovers of education and academic
professionals that materials that are rare and costly could be assessed with the aid of ICT through
download from e–books and other resources in the internet.
5.4 Recommendations
The following recommendations are proffered by the research:

58
(i) There should be provision of stable power supply to ensure appropriate use of ICT media in
teaching and learning service in the college. This is to say that alternative standby generator to
strictly serve the college or liaison with PHCN officials on the way out;
(ii) College management should make appeal to ICT companies such as HP, Zinox, Toshiba,
Samsung etc to assist the college in the provision computer instructional gadgets;
(iii) There should be construction of e-library with large reading space to facilitate efficient
utilization of library resources in the college;
(iv) There should be proper maintenance of hardware as well as provision of suitable
educational software for the use of staff and students;
(v) There should be adequate provision of relevant textbooks in the college;
(vi) Academic staff and students should be trained on the use of ICT media through organized
seminar and conferences. This would go a long way in check-mating underutilization of ICT
resources in the college and;
(vii) Government should make fund available for the provision of ICT media to the existing five
schools in the college.
5.5 Suggestions for Further Research
In the process of carrying out the study certain problems were unfolded, where by those
problems will provide more grounds for understanding the problems. It is suggested that; further
research work is needed on the student’s perception of teaching and learning on the use of ICT in
the college services. Further investigation should be conducted on the attitude of school
management in the provision of ICT resources and services by teaching and learning.

59
An investigation should be carried out on the ways of managing challenges inherent in the use
of ICT resources in the college.
Contribution to Knowledge
The study critically looked at the use of ICT in teaching and learning services. Information
and communication is the application of computers in handling generation of data, storage,
processing, retrieval and dissemination of information. The research work also examined the
concept of information and communication technology (ICT), benefits of ICT to academic
activities, ICT tools in teaching and learning services, impact of ICT in teaching and learning
services, constraints to effective use of ICT in teaching and learning service among others. A
research design method was used in the study, and the population of the study is made up of
respondents that comprised academic staff and students drawn from the five schools in FCT
College of Education Zuba. The questionnaires used as instrument for data collection were analyzed
using mean score. The research work or findings revealed that ICT brings abstract concept to real
life situation for proper understanding of students, ICT helps to stimulate students’ interest in
reading and save time duly spent in the library among others. The study also proffered suggestions
to the problems identified in the course of carrying out the work. The study recommended stable
electricity supply, appropriate funding, adequate textbooks to mention but a few.
Finally, the work made suggestions for further studies based on the other areas in ICT that
are very crucial in the use of ICT in teaching and learning services.

60
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Ayers, C., et al. (2002). Integrating Instructional Technology: in the California Community
Colleges. Available at: www.rpgroup.org/cssweb/
Awotunde, E C, Ugoduluwa, E. S. and Ozoji, F C (1997). Research Methods for Tertiary
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Bonk, et al.: The effects of Generative and Evaluative Computerized Prompting Strategies on the
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Brakel, P.A., & Chisenga, J. (2003). Impact of ICT based distance learning: The African story.
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