CHAPTER ONE

INTRODUCTION

Background to the Study

Information and communication technology (ICT) is a programme that

has changed many aspect of the way people manage information and

communication. If ICT is to be compared with such fields as medicine, tourism,

business, law, banking and architecture during the past two or three decades, its

note has been enormous. The way these fields operate before is different from

the ways they operate at present. As pointed out by Kennedy and MC Naught

(2000) when one looks at education there seems to have been less influence and

change than other fields have experienced. A number of people have attempted

to explore this lack of activity and influence, these include Soloway and Prior

(2001) and Collins (2002).

Oliver and short (2002) stated that in recent times, factors have emerged

which have strengthened and encourage moves to adopt ICT in classrooms and

learning settings. These have included a growing need to explore efficiencies in

terms of program delivery, the opportunities for flexible delivery provided by

information and communication technology system and the growing use of

1
internet and www as tools for information access and communication have

witnessed growth in recent time (Oliver and Towers, 2000).

ICT is a generic term that refers to technologies which are being used for

collecting, storing, editing and passing on information in various forms. A

personal computer is the best known example of the use of ICT in education,

but the term multimedia is also frequently used. Multimedia can be interpreted

as a combination of data carriers, for example video, CD-ROM, floppy disc and

Internet and software in which the possibility for an interactive approach is

offered (Smeets, 1996).

Information and communication technologies (ICTs) have become key

tools and had a revolutionary impact of how we see the world and how we live

in it. This phenomenon has given origin to the contemporary and advances in

our ways of life. ICT is having a revolutionary impact on educational

methodology globally.

Although ICT recognized resources will differ from school to school,

opportunities to create effective learning and teaching environments makes it

necessary for tutors to not only talk about ICT in the classroom but also to

model best practice by demonstrating different ways in which technology can

enhance the delivery of ICT. ICT within the context of ICT teaching should be

2
used to create stimulating and motivating learning environments and provide a

breadth of experiences to trainee teachers. Tutors should therefore provide

experiences that clearly demonstrate to trainees how they too can use ICT in the

delivery of ICT to the pupils they teach.

The world has turned to be a global village now as a result of Information

Communication Technology (ICT). Simply put, we are in the era of information

age. These technologies have brought profound changes to all human

endeavours. The ease of data collection, processing, transmission, and

interpretation provided by these technologies have engendered the flow of

information across boards and between individuals, cultures, nationalities,

corporate bodies and organization as never before, causing great technological,

economic and social changes and binding the world ever more closely together.

The call for the 21st century literacy in ICT simply reflects the fact that the call

for an educated citizenry and work force continues to rise to reflect changes in

the society: Hardly could we not talk of involvement of ICT in all sectors of

life; be it in medicine, business, banking, politics, military, economics,

insurance, and even education. For teachers and their students, the availability

of modern computers, peripherals, networking and resources within an

increasingly diverse range of technologies is an essential part of learning and

3
teaching in the 21st century. ICT constitutes an input in the student learning

process and this should help to produce better learning output. The availability

of ICT resources can enhance learning by making education less dependent on

differing teacher quality and by making education available at home throughout

the day (Mbwesa, 2002). Bonnet (2007) argues that the use of ICT can

positively transmit knowledge to students. Furthermore, the availability and use

of ICT can help students exploit enormous possibilities for acquiring

information for schooling purposes and can increase learning through

communication (Riel, 2008).

Statement of the Problem

The new curriculum of Office Technology and Management has no doubt

come with some challenges that must be met by both the lecturers and the

students in order to achieve the general objectives of the programme. The

resources namely, human, material and financial which are the basic

requirements for the attainment of the objectives of the new programme are not

available. The challenges include lack of funds, insufficient number of ICT

gadgets like projector, laptop computers, printer and visual aids among others in

the learning environment.

4
Purpose of the Study

This research examines the availability of information and

communication technology (ICT) in the teaching of Office Technology and

Management in tertiary institution in Ekiti State.

The objectives of this study are:

1. To ascertain the problems that is usually encountered in the use of

information and communication technology.

2. To determine the availability of ICT gadgets in the teaching of Office

Technology and Management in tertiary institutions in Ekiti State.

3. To examine the impact of ICT tools on the teaching and learning of

Office Technology and Management in tertiary institutions in Ekiti

State.

Research Questions

The following research questions were raised for the study:

1. What are the problems that are usually encountered in the use of

information and communication technology?

2. How available are the ICT gadgets in the process of teaching Office

Technology and Management in tertiary institutions?

5
 3. What are the impact of ICT tools on the teaching and learning of Office

Technology and Management in tertiary institutions in Ekiti State?

Significance of the Study

This study discusses the availability of information and communication

technology gadgets in tertiary institution in Ekiti State. The availability and the

effective use of information and communication technology will provide

support for modified educational programme to meet the needs of individual

learners. Effectiveness of information and communication technology will

develop ability to reason well, solve problems, communicate effectively,

negotiate outcome, manage time, project management and collaboration and

team work. Students, teachers and schools or institutions will find the outcome

of this study useful in their planning and other school activities. Moreover, the

outcome of this study will in no small measure increase the speed and accuracy

of students in their day to day learning and also to realize the importance of ICT

in teaching and learning process.

This study is also a contribution to the field of knowledge that researchers

in the area of information and communication technology will find out in their

research.

6
Scope of the study

This study was limited to tertiary institutions in Ekiti State, in

investigating the availability of ICT gadgets for office technology and

management.

Definition of terms

Information and communication technology: The scientific method of storing

and processing information and corresponding, sharing, exchanging and sending

such information from one place to another.

Gadgets: A device or control that is very useful for a particular job

Information: Facts or knowledge provided or learned

Communication: The means of sending information.

Technology: The application of scientific knowledge for practical purposes.

CD-ROM: A compact disk that is used with a computer (rather than with an

audio system); a large amount of digital information can be stored and accessed

but it cannot be altered by the user.

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 CHAPTER TWO

LITERATURE REVIEW

The literature review of this study was carried out under the following topics:

 Theoretical framework

 Concept of Information and Communication Technology ICT

 Availability of ICT resources and Student’s learning

 Accessibility of ICT resources and students learning

 ICT-Skills moderately Necessary for Using ICT in Education

 Relevance of the Secretary in an Organization

 Important and Essential Duties of the Secretary

 The Benefits of ICT in Education

Theoretical framework

This study was guided by Vygotsky’s (2004) social constructivism

theory. It postulates that in the process of knowledge construction and cognitive

development of principal importance was the social context within which

teaching and learning takes place. The proponent of this theory posit that the

process of collaboration between learners and their peers as well as with the

instructors or experts leads to socially negotiated knowledge, culminating in

8
concrete knowledge building that would otherwise not be possible. In the

process, the learning environment should be designed to support and challenge

the learner's thinking processes in order for them to think critically. This is

achievable through collective efforts by the stakeholders in the integration of

ICTs in education. Another Vygotskian notion was that the instructor assumes

the role of a facilitator and co-learner and guides, plans, organizes, and provides

directions to the learner, who is accountable for his/her own learning. The

teacher supports the learner by means of suggestions that arise out of ordinary

activities, by challenges that inspire creativity, and with projects that allow for

independent thinking and new ways of learning information. Students work in

groups to approach problems and challenges in real world situations, this in turn

leads to the creation of practical solutions and a diverse variety of student

products.

The theory views the context in which the learning occurs as central to

the learning itself. A social constructivist notion is that of authentic learning,

where the student takes part in activities relevant to the application of learning

that take place within cultural contexts similar to reality. The learning

experience is envisaged as a shared process. The stakeholders in the learning

process are considered as integral in learning. Approaches based on

9
constructivism stress the importance of mechanisms for mutual planning,

diagnosis of learner needs and interests, cooperative learning climate, sequential

activities for achieving the objectives, formulation of learning objectives based

on the diagnosed needs based on the interests of the learner. Development of

student’s social interaction and learning through affording appropriate social

and intellectual skills begins in school learning contexts. Collaborative learning

activities encourage students to develop team building skills and to understand

how individual learning is related to the success of group learning.

The social constructivist theory aims to make learning more interactive

and participatory with students being able to do tasks on their own under

guidance of their teachers. Computers provide students with tools to experiment

and advance their own learning at their own pace. A Vygotskian classroom

emphasizes creating one’s own concepts and owning knowledge. It stresses

assisted discovery through teacher-student and student-student interaction.

Dynamic support and guidance are provided based on the learner’s needs.

Students are exposed to discussions, research collaborations, electronic

information resources, and project groups that work on problem analysis. The

social constructivism theory was therefore suitable for this study since it took in

to account active involvement in the teaching/learning process by learners

10
within a richly mediated environment afforded by new ICTs. Also, there is

participation by all the stakeholders such as teachers or instructors, technical

staff as well as administrators who should work in collaboration for successful

implementation of a system that integrates ICTs.

Besides the theory of operant conditioning by B. F. Skinner that supports

the control of the learning environment with reinforcing stimuli (ICT tools) to

strengthen behaviour; there are other theories that justify the investigation into

strategies for enhancing the teaching of ICT among the business teachers to

achieve success in the teaching of ICT in universities (Okoli, 2012). First is the

activity theory that describes an activity system. The use of tools in human

activity is seen as ‘mediated’ higher functioning in interaction between a subject

(an individual) and an object (a task), (Okoli, 2012). The tool with which a

teacher interacts within the learning environment depends on his objectives in

the activity system that shapes the interpretation, relevance and the meaning of

the meditational tool. This presupposes that the concept of ICT use in the

learning environment is a matter of cognition in its relevance; precisely

referring to the ability of the user: the teacher and the learner alike to achieve

effectiveness and the institutional activities necessary in its provision and

support to the users to make it less problematic.

11
 The issue of how to produce knowledgeable and skilled business

graduates who can perform effectively in the teaching of ICT in the various

business fields of the global economy has motivated this study among business

teachers in Nigerian universities. Theoretical teaching of ICT should be

discouraged and students should be guided to discover things for themselves

with the teacher acting as a mediator in learning. It is paramount that effort

should geared towards achieving maximum results by using up-to-date

technologies in the teaching of ICT among business educators.

Concept of Information and Communication Technology ICT

The World Bank (2003 citing Rodriguez & Wilson, 2000) opines that ICT is

the set of activities which facilitate by electronic means the processing,

transmission and display of information. According to United Nations

Economic and Social Commission for Asia and the Pacific (UNESCAP, 2001)

ICTs refer to technologies people use to share, distribute, gather information

and to communicate, through computers and computer networks. In this study

ICT is viewed as set of tools that can be used to process, avail and access,

information and communication services in the teaching and learning process.

The services and products may include hardware and software; Internet,

telephones/mobile phones, telefax, type writer, calculators, radios, televisions,

12
hydraulic machines used in industries, institutions among others. Bakkabulindi

(2002) observes that ICTs are of two major types namely; ICTs for converting

or processing data into information such as adding machines, calculators,

typewriters and computers; and ICTs for communication of data and or

information from one place to another: These include telegraph, telephone,

telefax and computer networks. These gadgets offer the possibility for an

interactive approach. Interaction refers to the relation between the user and

these gadgets. In this study, ICT further refers to the availability, accessibility

and user-ability of these gadgets. Availability implies the presence of these ICT

resources, accessibility means the degree to which these ICT resources are

easily accessible by as many people as possible .User-ability refers to the

capability of the students and teachers to use these resources to achieve

specified goals. Learning refers to concerted activity that increases the capacity

and willingness of students to acquire and productively apply new knowledge

and skills, to grow, mature and to adapt successfully to changes and challenges

(Warschaure, 2006). Such learning empowers students to make wise choices,

solve problems and break new grounds. Learning certainly includes academic

studies and occupational training through high school and beyond. In this study,

learning will refer to the process whereby learners acquire and master

13
knowledge and skills imparted in them by the instructor and through interaction

with technological tools in relation to their academic performance, work place

preparedness and application of the acquired skills and knowledge.

Availability of ICT resources and Student’s learning

For lecturers and their students, the availability of modern computers,

peripherals, networking and resources within an increasingly diverse range of

technologies is an essential part of learning and teaching in the 21st century.

ICT constitutes an input in the student learning process that should help produce

better learning output. The availability of ICT resources can enhance learning

by making education less dependent on differing teacher quality and by making

education available at home throughout the day (Mbwesa, 2002). Bonnet (2007)

argues that the use of ICT can positively transmit knowledge to students.

Furthermore, the availability and use of ICT can help students exploit enormous

possibilities for acquiring information for schooling purposes and can increase

learning through communication (Riel, 2008).

Omufwoko, (2009) points out that, schools need to be equipped with

modern ICT gadgets to enable them access internet fast. The computers should

have latest version and computer packages to enable students perform a variety

of tasks. She notes that such hardware must be the latest multimedia with

14
adequate storage capacity and memory. Akunja (2011) observes that lack of

adequate ICT infrastructure has hampered provision of efficient and affordable

ICT services in the country. She suggested that emphasis should be placed on

provision of software development. Other consideration should be Promotion of

local manufacture and assembly and implementation of ICT policy of

framework of 2006.

Education Management Institute (2011) argues that, for effective

integration of ICT in teaching and learning, schools must acquire appropriate

hardware and software which is well maintained. Such infrastructure includes

computers, connectivity, projectors and laptops which are requisite for

integration of ICT. Education Management Institute, (2011) further observes

that are slowly integrating ICT in teaching and learning. Acquisition of ICT

equipment depends on the vision and mission of the school where learning

institutions are required to formulate the relevant policies that will help make

ICT integration a reality in the teaching and learning process.

Hawkings, (2004) in ten lessons for ICT and Education in the developing

world noted that while many Ministries of Education around the world have

made the commitment to computerize the schools, few have well established

infrastructure to fully integrate the use of computers as Pedagogical tools in the

15
classroom. Educational Institutions are required to develop an ICT strategy that

incorporate the ICT infrastructure and goals of the institution and how this will

be met using ICT and provide a supporting framework for implementation.

Sheingold and Hadley, (2000) study observed that, teacher worked in schools

where hardware and access to resources were twice the average on ICT use,

were comfortable with technology and used computers for many purposes.

According to the Swedish National Agency for School Improvement

(2008), ICT provide a positive impact on learning and student performance

when it becomes an integrated element in the classroom and teaching. Bonnet

(2007) argues that the availability of visual digital technology (such as

animation, simulation and moving images) involves students and reinforces

conceptual understanding. ICT use also encourages development from a

teacher-focused or teacher-led model to a more student-focused model in which

students work together, make their own decisions and take an active role in

learning (Swedish National Association for School Improvement, 2008).

Davis (2000) asserts that increased availability of ICT is especially useful

for students who suffer from learning disabilities since ICT use allows teachers

to prepare suitable tasks for individual needs and each individual more

effectively. However, authors like Cox (1999) believe that allowing certain

16
students to use computers distracts them from focusing on the task at hand.

Central to the argument of availability are the issues of whether or not the

teachers and students have ample and convenient access to computers and their

accessories let alone the software that is necessitated in the context of their day-

to-day research, collaboration, teaching and student evaluation (Fabry, et al.,

2007). Furthermore, students and teachers should have confidence in these

facilities, which is in turn reliant on the facilities reliability or degree to which

the teachers and students are sure that they will have access to them at all

expected times and utilize them predictably to the betterment of their academic

work, an issue on which consensus is enormous as is clear from ICT in

education scholars like Russell (1997), Ross (1997), Guha (2000), Mumtaz

(2000) and Pelgrum (2001).

The lesson here is that computers are but a subset of the information

communication technology facilities needed in schools and have to be furnished

with quality accessories, installed with appropriate software and linked to

necessary networks to allow access to rich resources beyond the school rather

than serve as a resource for minor typesetting and other word processing

activities. Whilst the above studies attempted generally to explain how the

availability of ICT affects learning.

17
Accessibility of ICT resources and students learning

Effective integration of ICT in institution would call for a whole

institution to be networked to ensure access to multimedia and learning- rich

resources via the school's Intranet and the Internet wherever students and

teachers are, in or out of school. The computer labs and classroom computers

need to be sufficient in number to allow ready access by students and staff in

most subjects across the school. A wide range of peripheral and remote working

devices, including video-conferencing, is provided and integrated into the

curriculum. Large and small group presentation facilities are readily available

(school net Africa, 2004). Despite the above desired situation, most Institutions

in Africa face barriers to effective integration of ICT in the teaching and

learning process; limited infrastructure in terms of satisfactory physical

conditions of laboratories and the subsequent accessibility of the resources

(ICT) to the learners (Singh, 2003). Many commercial and academic

developers of educational multimedia have focused primarily on information

access and presentation (Singh, 2003). However, it is easy to see that

multimedia has tremendous potential to enhance the vividness with which

information can be presented and ease with which it can be accessed, the main

barriers to learning are not generally that appropriate information is difficult to

18
access or badly presented. The problem has more to do with that information

(Shank & Kass, 2006).

Accessibility and use of ICT allows students to investigate more

thoroughly the real world (Reginald Grégoire inc., Bracewell & Laferriére,

2006; Riel, 2008). They can more readily access information sources outside the

lecture rooms and can use tools to analyze and interpret such information.

Information may be accessed through online systems or through data logging

systems (Riel, 2008). The technologies allow them to receive feedback, refine

their understanding, build new knowledge and transfer from school to non-

school settings (Committee on Developments in the Science of Learning, 2000).

In the past this has been difficult to provide in schools due to logistical

constraints and the amount of material to be covered all of which can now be

addressed with ICT. What can be learned is broadened and deepened (Réginald

Grégoire inc. et al., 2006). Barriers, associated with ICT integration that fall

within the physical realm are beyond the direct control of the teacher (Loveless,

2006). These barriers centers around accessibility and infrastructure and include

decisions about purchasing, locations of wiring drops, and decisions regarding

the placement of computers in centralized labs verses placement of computer

pods in classrooms. Placing computers in centralized labs may provide students

19
with equitable and efficient exposure to technology but severely limit the

technology’s accessibility for classroom instruction (Loveless, 2006). Labs deny

teachers the flexibility of deciding when technology should be incorporated into

instruction and may send the message to students that computers are not central

to learning or the activities in their classrooms. In addition, physical limitations

of the classroom including size and location of desks, often limit choices of

room arrangement and do not provide the space that is necessary to add pods of

computers to be used as technology centres.

The researcher agrees with the developers of Makerere University ICT

policy 2002, that overall, governments and training institutions seem to

recognize the importance of introducing ICT in education and training. Much as

students and staff need training on a continuous basis with modern requisite

skills to fully exploit the ICT environment in their different functions (Makerere

University ICT Policy, 2002), awareness skills only may not be sufficient

enough but rather continuous accessibility to ICT resources would do much

better. Continuous access to computers helps teachers feel more secure in their

ICT use during lessons and gives them the courage to experiment more and thus

helps them integrate ICT into lessons effectively. Many studies also indicate

that the impact on learning will increase over time as lecturers and students

20
become more experienced in continued practice on using computers (Swedish

National Association for School Improvement, 2008).

Dewey (2009) argues that information that is accessed but never put to

use during that process, may be difficult to retrieve and use when need arises in

the real world. Equal attention must be paid to ensuring that the technology is

actually being used by the target learners and in ways that truly serve their

needs (Salomon, 2004).

Develop ICT Skills

Teachers could learn from each other. The rapid developments of ICT

require a communication network which actually can be established by the

proposed approach. Teachers learn most from their own networks (Janssen

Reinen, 2009). There is a great need especially for learning about ICT and its

rapid developments. Teacher training institutes can fulfill an active role in

(learning) networks, on the one hand by arranging and facilitating these

networks and on the other hand by providing the knowledge from which people

can learn. Additionally, the institute can develop its post-initial education in this

way. Schools and teacher training institutes experience a comparable process.

Schools and teacher training institutes can learn from each other’s experiences

21
and expertise as well. They experience the same processes in designing new

education. They have similar questions and face the same challenges.

ICT has many technical possibilities, but that the real innovative use of

ICT is yet to be broadly adopted in Nigerian educational system. The dedication

of the Nigeria government in providing technology-enhanced learning

experiences for students and teachers in her schools is yet to be reflected in

terms of legislation. There is no Ministerial Order that requires all teachers in

Nigeria who hold a first degree in addition to a Professional Certificate to

demonstrate they understand the following: The functions of traditional and

electronic teaching/learning technologies. They know how to use technologies

and how to engage students in using these technologies to present and deliver

content, communicate effectively with others, find and secure information,

research, word process, manage information and keep records. (Alberta

Education, 2007)

Second, Alberta Education mandated the implementation of an ICT

Program of Studies in September 2000 (Alberta Learning, 2000). It emphasized

“(1) the seamless relationship between technology and subject disciplines, (2)

the process nature of technology itself, and (3) the co-existence of KSAs

(knowledge, skills, and attributes) for technology alongside those for the subject

22
areas” (Jacobsen & Clark, 2009). The program of studies further acknowledges,

“Technology is best learned within the context of applications. Activities,

projects and problems that replicate real-life situations are effective resources

for learning technology” (Alberta Learning, 2000-2003).

Relevance of the Secretary in an Organization

Secretarial training requires constant up-date of knowledge, skills and

abilities to continue on the job. A trained secretary exercises initiative, and good

judgment to make decision within the scope of assigned authority. The

secretarial staff position in an office varies according to the size of the office.

The secretarial staff in an organization or industry occupies an important

place because he/she is the true ambassador of the organization where he/she

works. The secretarial work is the link between the employer and the

customer/public. This is the reason why many people regard the secretarial staff

as the representative of the organization. No office can function without a

secretarial staff. Heads of units/sections would be faced with too much to

contend with as no meaningful work can be done with visitors, customers,

clients and even staff who want to see an executive, who have no secretarial

staff to attend to these people, there would be chaos (Imolorhe, 2006).

23
Important and Essential Duties of the Secretary

1. Attend to and process administrative details not requiring the immediate

attention of the chief executive, independently respond to routine letters

and general correspondence, compose and prepare letters, memoranda

and reports pertaining to standard policies.

2. Perform responsible and difficult secretarial and administrative work

involving the use of independent judgment and personal initiative;

perform varied responsible secretarial duties to assist in processing and

completion of administrative operations for the chief executive.

3. Serve as primary resource and information source regarding

organizational policies, procedures, objectives and operational functions,

receive and interview office visitors and telephone callers; answer

questions and provide information where judgment, knowledge and

interpretations are utilized, especially in the proper handling of

confidential information or files, resolve complaints, refer callers to

appropriate source as necessary.

4. Receive, compile and organize information for the preparation of

correspondence, documents and reports, compose confidential

24
 correspondence, documents and reports; maintain confidentiality of

information.

5. Prepare information needed in administrative decision and in facilitating

implementation of organizational policies and programmes, research,

collect, compile, tabulate, analyze and summarize data and information

pertaining to specific activities, operations or functions as assigned,

prepare variety of fiscal statistical and administrative summaries and

reports.

The Benefits of ICT in Education

The uses of ICT is making major differences in the learning of students

and teaching approaches. Schools in the Western World invested a lot for ICT

infrastructures over the last 20 years, and students use computers more often

and for a much larger range of applications (Volman, 2005). Several studies

reveal that students using ICT facilities mostly show higher learning gains than

those who do not use.

For instance, Kulik’s (1994) finding across 75 studies in the United States

showed the following. Students who used computer tutorials in mathematics,

natural science, and social science score significantly higher on tests in these

subjects. Students who used simulation software in science also scored higher.

25
The findings also indicated that primary school students who used tutorial

software in reading scored significantly higher on reading scores. Very young

students who used computers to write their own stories scored significantly

higher on measures of reading skill. Moreover, students who used word

processors or otherwise used the computer for writing scored higher on

measures of writing skill.

Furthermore, the use of ICTs in education also shifts the learning

approaches. As put by (Bransford, Brown, and Cocking, 1999) cited in Volman

(2005), there is a common belief that the use of ICTs in education contributes to

a more constructivist learning and an increase in activity and greater

responsibility of students. This limits the role of the teacher to supporting,

advising, and coaching students rather than merely transmitting knowledge. The

gradual progress in using computers changes from learning about computers, to

learning computers, and finally to learning with computers (Volman, 2005).

Fullen (1989) cited in Watson (2001) states that change or improvement

can happen at schools if teachers understand themselves and understood by

others. For instance, many teachers are currently not in a position to make

informed judgements on ICTs to support their teaching goals. Clearly a variety

of factors still do make using ICT in the curriculum problematic (Watson,

26
2001). Because of this, the influence of ICT did not bring revolutionary changes

at schools. For instance, the National ICT survey in the Netherlands shows that

most primary-school students use computers less than once a week and there are

still many secondary school teachers who do not use ICT at all (Volman, 2005).

Most often, they use computers for drill-and-practice and word processing.

27
 CHAPTER THREE

METHODOLOGY

This chapter dealt with the methods to be used in conducting the study

which included:

Research design

Population of the Study

Sample and sampling techniques

Instrument for data collection

Validation of the instrument

Reliability of the instrument

Administrative of the instrument

Data analysis techniques

Research design

The design of this study was survey design of the descriptive type of

research. This was considered as appropriate because the researcher did not

manipulate any of the independent variables been measured.

28
Population of the study

The population for the study comprises of all Polytechnics and College of

Education in Ekiti. There are three (3) polytechnics in Ekiti and one (1) College

of Education. The institutions are listed below:

i. Federal Polytechnic, Ado-Ekiti Ekiti State

ii. College of Education, Ikere-Ekiti Ekiti State

iii. Crown Polytechnic, Odo, Ado-Ekiti Ekiti State

iv. First Mark Polytechnic, Ado-Ekiti Ekiti State

Sample and sampling techniques

Simple random sampling technique was used to selected two institutions

out of the four institutions in Ekiti State which are three polytechnics and one

college of education. The two institutions selected are College of Education

Ikere-Ekiti Ekiti State and Crown Polytechnic, Odo, Ado-Ekiti Ekiti State who

offer Office Technology and Management as one of their major course.

Sample size of one hundred (100) respondents was used for the study.

They are students of Crown Polytechnic, Odo, Ado-Ekiti Ekiti State and

College of Education Ikere-Ekiti studying Office Technology and Management.

Out of the total population of the students from ND I to ND 2 in the Polytechnic

and part 2 and part 3 in the College of education, twenty five (25) respondents

29
were selected from each of the levels using simple random sampling technique

to make a total number of one hundred (100) respondents.

Institutions Level No. of

Respondents

Crown Polytechnic, Odo, Ado-Ekiti Ekiti ND I 25

State

Crown Polytechnic, Odo, Ado-Ekiti Ekiti ND II 25

State

College of Education Ikere-Ekiti Ekiti Part 2 25

State

College of Education Ikere-Ekiti Ekiti Part 3 25

State

Total 100

Instrument for data collection

The researcher designed a structured questionnaire on the adequacy of

information and communication technology resources for office technology and

management programme in tertiary institution in Ekiti State. The instrument

(questionnaire) was divided into two sections A and B. Section A was used to

obtain information on the demographic data of the respondents which include:

name of institution, level and gender while section B was used to obtain
30
information on the research variables with Strongly agree, Agree, Strongly

disagree and Disagree options.

Validation of the instrument

To ensure validity of the instrument the draft of the questionnaire were

given to two (2) experts in the field of business education for face and content

validity. The corrections made by the experts were noted and a corrected

version of the instrument was presented to the project supervisor for final

correction and approval and was produced and used for the study.

Reliability of the instrument

The reliability of the instrument was established using test-re-test method.

The researchers administered the instrument on twenty (20) respondents from

Federal polytechnic Ado-Ekiti which is not part of the sampled school was used

for the reliability. The same instrument was administered on the same

respondents after two (2) weeks. Pearson’s Product Moment Correlation

(PPMC) was used to determine the value of (r) at 0.05 level of significance. The

correlation coefficient realized was 0.99 which was a proof that the instrument

was reliable.

Administration of the instrument

31
 The administration of the instrument was done by the researchers and one

(1) research assistant. The researchers and the research assistants distributed the

questionnaire to the respondents. Adequate time was given to the respondents

and completed questionnaire was collected on the spot.

Data analysis techniques

For analysis of data the researchers used descriptive statistical tools of

percentage frequency counts and mean rating to answer the research questions

raised for the study.

32
 CHAPTER FOUR

RESULT & DISCUSSION

This chapter presents the analysis of data and interpretation of the results.

Descriptive statistic involving frequency counts, percentage and mean analysis

were used to answer the research questions.

Analysis of Respondents’ Bio-data

Table 4.1: Respondents’ Gender Group Distribution

Sex Value Percentage (%)

Male 35 35

Female 65 65

Total 100 100%

Source: Field survey, 2016.

The table above showed that out of 100 respondents, 35% was male while

65% of the total respondents were female. It was shown from the analysis that

female respondents were more than male respondent. This means that majority

of the respondents involved in the study are female.

Research Question 1: What are the problems that are usually encountered in

the use of information and communication technology?

33
Table 4.2: Problems encountered in the use of information and communication

technology

S/ ITEMS S A S D X DECISIO

N A D N

1 Lack of electricity to operate ICT 39 3 20 1 2.9 Accepted

gadgets 0 1 7

2 Inadequate professionals to 15 4 22 1 2.5 Accepted

operate some available ICT tools 4 9 5

3 There is no conducive 18 3 28 2 2.6 Accepted

environment for the use of 2 2 6

information and communication

technology

4 The cost of maintenance is too 23 2 35 1 2.6 Accepted

high 9 3 2

5 Inadequate space to store ICT 22 3 22 2 2.5 Accepted

tools that are available in the 4 2 6

institution

Source: Field Survey, 2016. (If X ≥ 2.5 ‘Agree’ otherwise ‘Disagree’).

Key: SA= Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree,

X = Mean, DECI = Decision

the items in the table with the mean of 2.97, 2.55, 2.66, 2.62 and 2.56 for items

1, 2, 3, 4 and 5 respectively. It implies that all the points raised in the table are

problems faced by Office Technology and Management students in the teaching

and learning process. Also these are the factors militating against the use of

Information and Communication Technology in the teaching of OTM courses.

Research Question 2: How available are the ICT gadgets in the process of

teaching Office Technology and Management in tertiary institutions?

Table 4.3: Availability of ICT gadgets in the teaching of Office Technology

and Management

S/ ITEMS SA A SD D X REMARK

6 ICT gadgets are available for 67 15 10 8 3.38 Accepted

teaching office technology

and management

7 There are available ICT 15 67 11 7 2.90 Accepted

gadgets like; Overhead

project, Laptop set,

electronic typewriter in your

35
 institution

8 Printing machine and fax 1.90 Rejected

machine are available 5 15 45 35

9 There is need to provide Rejected

information and

communication technology

in the teaching of Office

Technology and

Management 10 8 60 22 2.06

10 There is no need to use ICT Rejected

gadgets in the teaching of 2.35

Office Technology and

Management in tertiary

institutions 20 10 55 15

Source: Field Survey, 2016. (If X ≥ 2.5 ‘Agree’ otherwise ‘Disagree’).

Key: SA= Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree,

X = Mean, DECI = Decision

It was shown from the table 4.3 above that respondents agree with items 6

and 7 with the mean of 3.38, 2.90 and 2.63 respectively while the respondents

36
disagree with item 8 and 10 with the mean of 1.90 and 2.35 respectively. The

response of the respondents towards the above listed items implies that not all

the Information and Communication Technology gadgets are available in the

teaching and learning process of OTM courses. It was also revealed in the table

that there is a need to provide ICT gadgets in the tertiary institutions where

Office Technology and Management is been offered.

Research Question 3: What are the impact of ICT tools on the teaching and

learning of Office Technology and Management in tertiary institutions in Ekiti

State?

Table 4.4: Impact of ICT tools on the teaching and learning of Office

Technology and Management

S/ ITEMS S A S D X DECISIO

N A D N

1 It helps to explain into details the 39 3 20 1 2.9 Accepted

contents of course under of 0 1 7

Office Technology and

Management

2 The use of ICT tools in teaching 67 1 10 8 3.3 Accepted

and learning of Office 5 8

37
 Technology and Management

give it easy delivery during

lecture

3 ICT tools help student to 18 3 28 2 2.6 Accepted

understand any topic taught in the 2 2 6

course of their study

4 Using ICT tools to teach Office 23 2 35 1 2.6 Accepted

Technology and Management 9 3 2

student make them to become

lazy to study hard

5 Without the use of ICT 22 3 22 2 2.5 Accepted

equipments teaching and learning 4 2 6

of Office Technology and

Management effective

Source: Field Survey, 2016. (If X ≥ 2.5 ‘Agree’ otherwise ‘Disagree’).

Key: SA= Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree,

X = Mean, DECI = Decision

It was revealed from the table 4.2 above that respondents agree with all

the items in the table with the mean of 2.97, 3.38, 2.66, 2.62 and 2.56 for items

38
1, 2, 3, 4 and 5 respectively. It implies that Information and Communication

Technology gadgets are very important in the teaching and learning of Office

Technology and Management in tertiary institutions.

39
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

The chapter deals with summary, conclusion and recommendations.

Summary

The study is design to investigate the availability of ICT gadgets for

office technology and management programme in tertiary institutions in Ekiti

State. Two tertiary institutions were involved in the study which is Crown

Polytechnic Ado-Ekiti and College of Education Ikere-Ekiti. A total number of

100 respondents were used for the study. Simple random procedure was used in

sample selection in order to have equal representation of respondents from the

two institutions. The research instrument used in selecting sample for this study

was the questionnaire.

Discussion of Findings

The findings of this study based on result in table 1 above shows

that, respondent agreed that lack of electricity is part of the problem

encountered in the use of ICT gadgets in teaching Office Technology and

Management. Also, cost of maintenance is one of the problems facing

information and communication in the teaching Office Technology and

Management. The researcher affirms that in-conducive environment is part of

40
problem that is encountered in the use of information and communication

technology. This finding confirms that inadequate professionals to operate ICT

gadget is also a problem facing the use of ICT in the teaching of office

technology and management. Furthermore, inadequate space to store ICT tools

is also included in the problem encountered. This is in line with the view of

Akunja (2011) who observes that lack of adequate ICT infrastructure has

hampered provision of efficient and affordable ICT services in the country. She

suggested that emphasis should be placed on provision of software

development. Other consideration should be Promotion of local manufacture

and assembly and implementation of ICT policy.

The findings from table 2 above reveal that, respondent agreed those ICT

gadgets are available for teaching Office Technology and Management in Ekiti

State. This statement was in agreement with that of Oliver and short (2002)

which stated that in recent times, factors have emerged which have strengthened

and encourage moves to adopt ICT in classrooms and learning settings. These

have included a growing need to explore efficiencies in terms of program

delivery, the opportunities for flexible delivery provided by information and

communication technology system and the growing use of internet and www as

tools for information access and communication have witnessed growth in

41
recent time (Oliver and Towers, 2000). However, there is similarity in the

contribution found in the same table that database management e.g. Ms Access,

Power Point, Accounting software e.g. Peachtree were also is need to provide

information and communication technology in the teaching of Office

Technology and Management in tertiary institution.

The researcher is no need to use ICT gadgets in the teaching of Office

Technology and Management in tertiary institutions student to get information

and also serve as sources of information for the teachers to impact more

knowledge into the student and so for the student to much interest in the study

of Office Technology and Management.

The findings from the table 2 also reveal that are available ICT gadgets

like; Overhead project, Laptop set, electronic typewriter in your institution of

study Office Technology and Management give it easy delivery during lecture

in tertiary institutions.

Information and communication technology (ICT) has become common

entities in all aspects of life, for the past twenty years, the use of ICT has

fundamentally changed the practices and procedures of nearly all forms of

endeavor in the area of business and the way government activities are carried

out. In the area of education, Starr (2008) averred that information and

42
communication (ICT) has begun to have a presence but the impact has not been

as extensive as in other fields.

The findings from table 3 above show that the use of ICT tools in

teaching and learning of Office Technology and Management give it easy

delivery during lecture. Also using ICT tools to teach Office Technology and

Management student make them to become lazy to study in tertiary institutions.

Without the use of information and communication technology aim in achieving

educational practices have been revealed in such a way that site of interaction

globally among the Office Technology and Management teachers in tertiary

institution and student are now available worldwide.

Conclusion

Instructional resources are important ingredients for the attainment of

OTM objectives. Human resource is paramount to derive the use of ICT

effectively in tertiary institutions. Teacher is central to the successful

implementation of the new ICT curricula. Equipping students with employable

skill is the main responsibility of instructional personnel. It is certain that the

qualities of today’s teachers will be reflected in the citizens of tomorrow. This is

why it is very necessary to have professional skilled, competent and efficient

instructional personnel to enhance the realization of the dreams and

43
expectations of OTM programmes in our business world. The need for the

provision of relevant material resources in every OTM department is no doubt

importance, just as the stethoscope is to a medical doctor and farming tools to a

farmer, so are the material resources to OTM lecturers/instructors and students.

This is because the mastery in OTM courses will not be easy if not impossible

without the use of relevant materials. Based on the findings of the study

therefore, it could be concluded that this resources are only lecturers and

instructors and physical facilities for OTM programme in polytechnics in Ekiti

are partly adequate while equipment and supplies for office practice are grossly

inadequate. This could be impacting negatively on the preparation and

performance of OTM graduates of these polytechnics over the years.

Recommendations

Based on the findings of this study, the following recommendations are made:

1. OTM lecturers and instructors should be adequately re-trained by

polytechnic authority in line with the curriculum components especially

on ICT to enable them deliver instructional activities effectively.

2. Most of polytechnics in the area should recruit and retain adequate

number of lecturers relative to NBTE (2004), minimum standards.

44
3. Management of polytechnics in the area should provide adequate physical

facilities for OTM department as stipulated by NBTE (2004), minimum

standards.

4. OTM departments should regularly appraise and review the status of their

instructional facilities in line with the minimum standards stipulated by

the supervisory body.

5. The National Board for Technical Education (NBTE) should regularly

supervise

6. OTM programmes ensure that its stipulated standards are maintained.

7. The National Board for Technical Education (NBTE) should review the

OTM curriculum at least every five years.

45
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49
 APPENDIX

COLLEGE OF EDUCATION, IKERE-EKITI

DEPARTMENT OF OFFICE TECHNOLOGY AND MANAGEMENT

QUESTIONNAIRE

Dear respondent, this questionnaire is nothing but a paper work which

needs your genuine answers as it will be used for research project by students of

the College of Education Ikere-Ekiti on the topic “Availability of information

and communication technology gadgets for office technology management

programme in tertiary institutions in Ekiti State.

Please make sure that the answer provided by you is to the best of your

knowledge at it will be treated confidentially.

SECTION A: PERSONAL DATA

Name of Institution: ……………………………………………………

Level: ……………………………………………………………………

Gender: Male ( ) Female ( )

Key: Strongly agree (SA) Agree (A), Strongly disagree (SD) and Disagree (D)

Instruction: Tick (√) appropriately in the box provided

50
 SECTION B
Research Question 1: What are the problems that usually encountered in
the use of information and communication technology?
S/ ITEMS S A S D
N A D
1. Lack of electricity to operate ICT gadgets
2. Inadequate professionals to operate some available ICT
tools
3. There is no conducive environment for the use of
information and communication technology
4. The cost of maintenance is too high
5. Inadequate space to store ICT tools that are available in
the institution

Research Question 2: How available are the ICT gadgets in the process of
teaching Office Technology and Management in Tertiary Institutions?
S/N ITEMS S A S D
A D
1. ICT gadgets are available for teaching office
technology and management
2. There are available ICT gadgets like; Overhead
project, Laptop set, electronic typewriter in your
institution
3. Printing machine and fax machine are available
4. There is need to provide information and
communication technology in the teaching of of Office
Technology and Management
5. There is no need to use ICT gadgets in the teaching of
Office Technology and Management in tertiary
institutions

51
Research Question 3: What are the impact of ICT tools on the teaching and
learning of Office Technology and Management in tertiary institution in
Ekiti State?
S/ ITEMS S A S D
N A D
1. It help to explain into details the contents of course
under of Office Technology and Management
2. The use of ICT tools in teaching and learning of of
Office Technology and Management give it easy
delivery during lecture
3. ICT tools help student to understand any topic taught
in the course of their study
4. Using ICT tools to teach Office Technology and
Management student make them to become lazy to
study hard
5. Without the use of ICT equipments teaching and
learning of Office Technology and Management
effective

52