Global Voice of Educators, Vol. 1. No.

1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

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This study is aimed at finding out the level of computer literacy amongst trainee teachers in a Nigerian University of
Education. The study utilized the survey design; one research question and three hypotheses guided the study.
Stratified random sampling method was used to draw a sample of two hundred and forty (240) students (trainee
teachers) from four faculties in the institution. The survey utilized self$report questionnaires$Computer Literacy
questionnaire developed by the researchers and validated by ICT Education experts at the university’s ICT Centre.
The major findings of the study are that the level of computer literacy amongst trainee teachers in Rivers State
University of Education is generally low, especially among fresh students. The male trainee teachers are more adept
at skills and literacy in ICT than their female counterparts. The level of computer literacy and skills amongst trainee
teachers was not dependent on their course of study. Recommendations given include provision of computers at all
levels of education so as to ensure that all students have access to computers, Government and stakeholders in
education should partner together with NGOs to not only to introduce the use of computers in schools but also
provide the manpower required to impart skills on computer usage, provide access to the internet and encourage the
use of ICT.

#$%&' (: Information and Communication Technology, Computer literacy, Trainee teacher, University of
Education, Nigeria.

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
1 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME
 Global Voice of Educators, Vol. 1. No.1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

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Virtual technology has created changes in almost all spheres of life; there are new patterns of work. Electronic
commerce has made great changes in the way business is conducted through the use of electronic messages such as
emails which has made it possible for information to quickly move from one part of the world to another in spite of
the great distances between countries and nations. Exchange of information and knowledge through the information
communication technology (ICT) is a feature of modern societies. Information communication technology provides
the tools for the creation, collection, storage and use of knowledge as well as for communication and collaboration
(Kozma, 2003). Information communication technology is a generic term referring to technologies which are being
used for collecting, storing, editing and passing on information in various forms; it is an umbrella term that covers all
technical means for processing and communicating information.

Teachers are important in the society. The roles they play in the education process are central to basic education
generally, and particularly in Third World countries. A daunting challenge facing the education system is lack of
competent teachers who are literate/proficient in the use of information technology. Information Communication
Technology (ICT) proficiency is the ability to use digital technology communication tools and networks to define an
information need, access, manage, integrate and evaluate information. Information literacy is the ability to access,
evaluate, organise and use information from a variety of sources (Humes, 2003).

Teachers are agents of change, and if they become ICT literate, they would bring about a lot of positive attitude
towards the use of computer and information technologies. In a study done by Asan (2003) in Turkey, results showed
that many teachers were not computer users. According to the study, 10 percent of the sample was found to be
computer literate while a swelling 90 percent were not literate in the use of computers. Many teachers lacked a
functional computer literacy foundation upon which to build new technology and skills. Furthermore, the study
revealed the gender, teaching experience and school had a significant relationship with familiarity to computer
technology in the country of study. More specifically, more male teachers than females were found to be familiar
with some types of computer technologies. This is more so because, in a study carried out by Hepworth (1999),
students in some developing countries had been found to have limited skills in the area of information literacy and
skills.

In yet another study in relation to gender differences in the use of ICT, Rekabdarkolaei and Amuei (2008) found no
significant difference in previous experience with ICT between males and females. However, the investigators
established that males, on the average, worked the computers for significantly more hours per week than females. In
addition to that, they indicated that gender remained a significant predictor of some trainee teachers’ scores related to
their technical ICT capabilities. This finding is collaborated by Markauskaite (2006) who found in her study that
males on the average worked with computers significantly more hours per week that females, showing that males
had higher scores in computer literacy. Boys were more interested in ICT than girls, were heavier users of
computers, had more positive attitudes about computers (Volman and Eck, 2001)

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
2 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME
 Global Voice of Educators, Vol. 1. No.1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

Markauskaite, Reimann, Reid and Goodwin (2006) have observed that students start pre:service training having very
different levels of ICT literacy. Even though a number of students may not have used the computers as much as
others, entry into school exposes them to the different uses, and thus they get motivated to acquire skills in the use of
these technologies.

The above assertion is supported by Usluel (2007) whose study found student teachers’ level and duration of ICT
usage were determining factors for information literacy self:efficacy. The study showed significant differences in the
use of ICT among grades (years of study) of the students, hence revealing that training during university education
has an important role in increasing information literacy self:efficacy.

Despite the seeming coming of age with the internet and other technology, many students including trainee teachers
seem to lack the information and communication technology literacy skills such as locating, evaluating, and the use
of the overabundance of information available today. This study therefore explores the proficiency/literacy of trainee
teachers bearing in mind the integral roles teachers play in the education process.

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This paper was aimed at investigating Computer Literacy among trainee teachers in a University in Nigeria.
Specifically, this study was designed to examine:

a. Whether students’ year of study had any influence on their computer literacy

b. Whether students’ faculty of study had any influence on their computer literacy

c. Whether gender of students had any influence on their computer literacy

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What is the general level of computer literacy among trainee teachers?

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The following research hypotheses have been formulated to guide the study:

1. There is no significant influence of students’ year of study on their computer literacy

2. There is no significant influence of students’ Faculty of study on their computer literacy
3. There is no significant influence of gender of students on their on their computer literacy.

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The sample was drawn from different faculties in the Rivers State University of Education, Port Harcourt, Nigeria.
Two hundred and forty students (trainee teachers) were randomly selected and given self:report questionnaires

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
3 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME
 Global Voice of Educators, Vol. 1. No.1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

(Information and Communication Technology Literacy questionnaire), which contained items that measure computer
literacy. The instrument was validated by ICT Education experts at the university’s ICT Centre. A total of two
hundred (200) questionnaires were returned properly filled, making a return rate of 83%. Data collected was collated
and analyzed using chi:square statistics and percentages on the SSPS statistical package.

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Research Question: What is the general level of computer literacy amongst trainee teachers in Rivers State
University of Education?

Table 1: Showing the level of computer literacy among trainee teachers in Rivers State University of Education

Level of computer literacy Number of students Percentage (%)

Computer literate 64 32
Not computer literate 136 68
Total 200 100

Table 1 shows that 64 students representing 32% of the respondents reported that they were computer literate while
136 (68%) reported that they were not conversant with the use of computers.

Hypothesis 1: There is no significant influence of students’ year of study on their computer literacy

Table 2: Chi square analysis of students’ year of study and their level of computer literacy

Level of computer Year 1 Year 2 Year 3 Year 4 Total Calculated Critical χ2

literacy χ2
Computer literate 10 17 17 (18.6) 20 64 2.7 7.815
(11.5) (11.5) (22.4) Df=3
Not computer 26 19 38 (39.4) 53 136
literate (24.5) (24.5) (47.6)
Total 36 36 58 70 200
2
Decision: since the calculated χ value is less than the critical value, the null hypothesis is retained.

Hypothesis 2: There is no significant influence of students’ course of study on their computer literacy

Table 3: Chi square analysis of year of study of students and their skill and literacy in computer usage

Level of Year 1 Year 2 Year 3 Year 4 Total Calculated Critical

computer χ2 χ2

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
4 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME
 Global Voice of Educators, Vol. 1. No.1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

literacy
Computer 28 8 22 20 64 1.89 7.815
literate (28.6) (12.8) (19.8) (17.9 Df=3
Not computer 14 32 40 36 (38.1) 136
literate (13.4) (27.2) (42.2)
Total 42 40 62 56 200
Decision: since the calculated χ 2 value is less than the critical value, the null hypothesis is retained.

Hypothesis 3: There is no significant influence of gender of students on their computer literacy.

Table 4: Chi square analysis of gender of students and their skill and literacy in computer usage

Level of computer Male Female Total Calculated χ Critical

2
literacy χ2
Computer literate 44 20 64 0.87 3.84
(40) (24) Df=1
Not computer literate 81 55 136
(85) (51)
Total 125 75 200
Decision: since the calculated χ 2 value is less than the critical value, the null hypothesis is retained.

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The only research question sought to find out the level of computer literacy amongst trainee teachers in Rivers State
University of Education. The results revealed that majority of the students (68%) are not conversant with Information
Communication Technology which includes the use of computers. This finding agrees with the study carried out by
Hepworth (1999) that discovered that students in some countries had limited skills in the area of information literacy
and skills.

Hypothesis 1 examined whether students’ year of study significantly influenced their skill and literacy in computer
usage, chi:square analysis of data showed that the year of study did not significantly influence students’ skill and
literacy in computer usage. This disagrees with the study undertaken by Usliel (2007) who found that there are
significant differences in the use of computer among the grades (years of study) of students.

Hypothesis 2 examined whether students’ course of study significantly influenced their skill and literacy in computer
usage. The chi:square analysis of data showed that the students’ Faculty of study did not significantly influence
students’ skill and literacy in computer usage.

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
5 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME
 Global Voice of Educators, Vol. 1. No.1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

Hypothesis 3 examined whether the gender of students significantly influenced on their computer literacy. The
analysis of data showed that the gender of students did not significantly influence students’ skill and literacy in
computer usage. This finding does not agree with findings of Rekabdarkolaei and Amuei (2008).

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Based on the findings of this study, the following conclusions were drawn

1. That the level of computer literacy and skills amongst trainee teachers in Rivers State University of
Education is quite low.
2. The male trainee teachers are more adept at skills and literacy in computer usage than their female
counterparts.
3. That the level of computer literacy and skills amongst trainee teachers was not dependent on their course of
study or year of study.

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The following recommendations are given;

1. Computers should be provided at all level of education so as to ensure that all students have access to
computers.
2. Government and stakeholders in education should partner together with non:governmental bodies to not only
introduce the use of computers into schools (primary to tertiary) but also provide the manpower required to
impart skills on computer usage, provide access to the internet and encourage the use of ICT in generally
processing information and knowledge in government parastaltals, schools and the society at large.
3. Usage of computers should be introduced at the basic education level to ensure that children get conversant
with the use of computer from an early age.

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
6 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME
 Global Voice of Educators, Vol. 1. No.1, June 2012 ISSN: 2277-0917 An International Journal by Global Educators for All Initiative

Asan, A. (2003). Computer technology awareness by elementary school teachers: A case study from Turkey. Journal
of Information Technology Education, 2
Humes, B. (2003). Understanding information literacy. Retrieved August 10, 2010 from
http://www.libraryinstruction.com/infolit.html
Kozma, R. (2003). ICT and educational change: a global phenomena in R. Kozima (Ed) A global perspective. A
report of the second information technology in education study module 2: international societies for
technologies in education.
Markauskaite, L. (2005). Exploring differences in trainee teachers’ ICT literacy: Does gender matter? Retrieved
August 10, 2010 from
http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/51_Markauskaite.pdf
Markauskaite, L., Reimann, P., Reid, D. & Goodwin, N. (2006).Exploring the fit of an information technology
course to the ICT literacy of trainee teachers. In C. Crawford et al (Eds) Proceedings of Society for
Information and Teacher Education International Conference.
Rekabdarkolaei, S. M. &Amuei, F. (2008). Evaluation of ICT literacy differences in trainee student teachers from the
view of sexuality. Campus$Wide Information Systems 25(3), 176:188
Usuel, Y. K. (2007). Can ICT usage make a difference on student teachers’ information literacy self:efficacy?
Library & Information Science Research 29(1), 92:102.
Volman, M. & Eck, E. v. (2001). Gender equality and information technology in education: The second decade.
Review of Educational Research, 71(4), 613:634.

A STUDY OF COMPUTER LITERACY AMONG TRAINEE TEACHERS IN A NIGERIAN UNIVERSITY OF EDUCATION - TONUBARI
7 KPAI, JOSEPHINE N. JOE-KINANEE and CHIOMA EKELEME