10 The Availability And Utilization Of Information And Communication Technology In Junior Secondary Schools In Rivers State

Abstract

This study examined the availability and utilization of information and communication technology in Junior Secondary Schools in Rivers State. Three (3) research questions and three (3) null hypotheses were generated to guide the conduct of the study, literature was reviewed for expert opinions relating to ICT and its utilization. Four (4) sectioned self-constructed questionnaire was the instrument used to collect data. The sample of the study consisting 640 teachers and students were drawn from ten (10) urban and ten (10) rural Junior Secondary schools in Rivers State. The collected data were first converted to means and further subjected to z-test. The means were used to derive answers for the research questions, while the z-test was used to test the hypotheses of the study. Findings are that most specific uses of ICT by teachers are in the areas of checking e-mail, accessing research materials and news update, the factors that inhibits the use of ICT are lack of internet connectivity, difficulty in learning new technology, there is no significant difference between the urban and rural Junior Secondary Schools in their mean rating on the factors that inhibit the use of ICT, there is a significant difference between the urban schools and the rural schools in their mean rating on the availability of ICT facilities. It was therefore concluded that the usage of ICT was high in urban schools and low in rural schools. Recommendation includes, it is necessary to expand the present situation of ICT by purchasing more computers and thus linking them to the internet. There is need to provide internet facilities in Junior Secondary Schools, a general orientation of staff and students on the use of ICT will go a long way to enhancing its application.

Keywords: Availability, utilization, information and communication technology, junior secondary schoo

1.1    Introduction

The primary aim of education is to prepare learners for effective life in the society. To achieve this aim, the educational system must be robust and functional. The programs and objectives of the system should drive the needs and aspirations of the society, since the school is established to serve the society. The needs of the individuals are subsumed within those of the society.

The Federal Republic of Nigeria (2004), policy document- National Policy on Education defines education as an instrument “par excellence” For effecting national development. The same National Policy explicitly states that “in recognition of the prominent role of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate Information and Communication Technology (ICT) .into curriculum education in Nigeria” (FRN 2004). It further stresses that “Government shall provide necessary infrastructure and training for the integration of Information and Communication Technology (ICT) in the school system in recognition of the role of ICT in advancing knowledge and skills in the modern world”.

It is not uncommon to find that many establishments in Nigeria, including educational institutions, still keep records in files and tucked them away in filing cabinets where they accumulate dust. Many of these files are often eaten by rodents and pests which render them irretrievable. A great deal of routine administrative work in government establishment is still done manually. School officials still go through the rigorous exercise of manually registering students, maintaining records of student performance, keeping inventory list of supplies, doing cost accounting, paying bills, etc. The huge man-hour spent on these exercises can be drastically reduced with the application and adoption of ICT, this is to enhance overall management procedure.

Information and Communication Technologies are computer-based tools, they are electronic technologies used for information processing, storage and retrieval. These include Computers, word processing, payroll software, separating system software, satellite and internet communications, CD-ROM, projectors, scanners, just to name a few. The dawn of this millennium has witnessed a groundswell of interest in how computers and other ICT facilities can best be harnessed to improve the efficiency and effectiveness of education at all levels of education and in both formal and non-formal settings. It could be seen as those devices, equipment, machines, tools and instruments used to promote teaching and learning, research and administrative functions. Thus business and other organizations including the junior secondary schools are using information to gain and sustain a competitive advantage (Okai 2008)

The field of education has been affected by ICT, which have undoubtedly affected teaching, learning and research. ICTs have the potential to accelerate, enrich and deepen, to motivate and engage students to help relate school experience to work, practice and create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Yusuf, 2005). In a rapidly changing world of global market competition,  ICT have the capacity and capability to access and apply information.  1CT  act as aid to teaching and learning, as a tool for management, as instrument for economic development, as instrument of high technological development, and as a course of study.

Students and teachers can enhance classroom learning by accessing information from an array of sources communicating via internet with other students. The computer which provides virtually instantaneous responses from student input, has extensive capacity to store and manipulate information and is unmatched in its ability to serve many students simultaneously (Okebukola, 1997).

Nigeria’s quest for ICT development began in 1988 following a policy enactment on computer education. The plan was to establish pilot schools and thereafter diffuse the innovation, first to all secondary schools and then to the primary schools. Unfortunately, beyond the distribution and installation of computers in the Federal Government Colleges, the project did not take off (Okebukola, 1997) cited from Oduwa-Ogiegbaen and lyamu (2005).

Following this development, the Federal Ministry of Education launched an ICT-driven project known as school Net (www.snrtg.org), (Federal Republic of Nigeria, 2006). This was intended to equip all schools in Nigeria with computers and communication technologies. In June 2003, at the African Summit of the World Economic Forum held in Durban, South Africa, the New Partnership for African Development (NEPAD) launched the e-schools initiative, intended to equip all African high schools with ICT equipment including computers, radio and television sets, phones and fax machines, communication equipment, scanners, digital camera and copiers among others. It is also meant to connect African students to the internet. The NEPAD capacity-building initiative is expected to benefit 600,100 schools across the African continent (Aginam, 2006).

Similarly, the Federal Government has commissioned a Mobile Internet Unit (MIU) operated by the Nigerian National Information Technology Development Agency (NITDA). The MIU is saddled with the responsibility of taking internet to primary and secondary schools in remote areas in the country. Also, in complementing the effort of the Federal Government, various state governments in Nigeria have made initiatives aimed at bringing ICT education and its benefits to the doorsteps of educational institutions and all citizens of their respective states. The application of ICT for teaching and learning in our school system are expected to be 100%  since the expectation is that every school should have those facilities in a functional standard, this is to ensure effective teaching and learning. Some private organizations alike have also made committed effort in this direction. In partnership with the Lagos State government, Microsoft opened an information technology academy to train teachers on ICT. This Programmer started with a few schools in 2010 with the plan to extend it to all public schools in the state. Anambra State government has also opened a Microsoft Information and Technology Academy for 1CT training. Plateau State government also planned for the training of secondary school teachers in the stale, in order to make the teachers and students of the state ICT compliant. In Rivers State, the government introduced “internet classroom” in public secondary schools in the state. The Rivers State government has also built some model secondary schools across the state and equipped them with ICT facilities. Private bodies and corporate organizations have also been involved in the ICT drive. The telecommunication company, MTN has partnered with the Rivers State government by providing ICT facilities (with internet) in some secondary schools in the state. In this era of globalization, ICT is of paramount importance to the growth and development of education in Nigeria; to this end the junior secondary school system is in need of ICT to inspire teaching and learning. The realization of the objectives on National policy of education can also be possible in the school system through the application and adoption of ICT.

The perceived prevalence and seriousness of incompetence and poor quality of education which is the result of non-application of ICT is one of the biggest problems plaguing the school system, globalization, quest for quality education and market competitiveness has  posed more challenges for ICT to become an indispensable tool for secondary school administration, enormous resources have been committed to providing ICT facilities in secondary schools across the country in general, and in Rivers State in particular. This study therefore determined the availability and utilization of ICT in junior secondary schools in Rivers State.

1.2    Statement of the Problem

The opportunity cost of education is the forgone alternative of ignorance or illiteracy. The world is in the information age. Every  information is only a “click” or a “dial” away. Information and Communication Technology (ICT) has therefore come to stay, even with more-sophisticated devices. Today, everyone needs a basic understanding of ICT and how to make productive use of it, just to be good students, workers, citizens and to keep abreast with the environment and the world. Despite the introduction of this innovation, most educational institutions seem to have continued the “old way” as instructional delivery methods in schools is continuously based on chalk and chalkboard. Utilization of the technology appears to have been slowed down due to inadequate manpower as most teachers are yet to get in tune with ICT. The low level of internet usage, inadequate computers and its accessories, and lack of internet access point will result to a poor attitude towards the use of internet, the low level of application of ICT in secondary school system particularly the junior secondary schools will pose a serious threat to the ability of the school to handle large volume of information at a fast rate and it will also pose a threat to UBE program implementation

1.3    Objectives of the Study

This study investigate the availability and utilization of Information and Communication Technology in junior Secondary schools in Rivers State. In specific terms, the objectives of this study are to:

• Assess the availability of ICT in junior secondary
  schools in Rivers State.
• Determine the specific use of ICT facilities in junior secondary schools in Rivers State.
• Determine the factors that inhibit the use of ICT in junior secondary schools in Rivers State.

1.4    Research Questions

The following research questions were raised to guide the demands of this study:

1. What is the availability of ICT in junior secondary schools in Rivers State?
2. What is the specific use of ICT in junior secondary schools in Rivers State?
3. What  factors  inhibits the use of ICT in junior secondary school in Rivers State?

1.5    Research Hypotheses

The following hypotheses guided this study:

1. 1. There is no significant difference between the urban and rural junior secondary schools in their mean score of the availability of ICT in Rivers State
   2. There is no significant difference between the urban and rural junior secondary schools in their mean scores on the specific use of I.C.T in Rivers State.

• There is no significant difference between the urban and rural junior secondary schools in their mean scores of the factors that inhibit the use of ICT in Rivers state

1.6    Scope of the Study

This study covers some junior secondary schools in urban centers and rural junior secondary schools in Rivers State only.  . The study focused on the following variables:  availability of ICT in junior secondary schools, the specific use of ICT in junior secondary schools , and the factors that inhibit the use of ICT in junior schools in Rivers State.

THEORETICAL FRAMEWORK

The theory that drives this searchlight by this study on availability and utilization of information and communication technology is theory of distribution of access to information by Freez (1971). The theory states that information should be made available to all users of such information. This means that information should flow to all organizational participants who actually produce energy for the implementation of organizational plans and policies. Rown in Okai (2008), asserted that all users of information should have the information, this is because it is relevant to their needs and purposes. The growing concern of the users of information is on how to have access to information.

Morison in Okai (2008) linked Freez’s theory of access to information to what he termed the equity and justice theory, this suggest that access to information should be equal in an organization to ensure equity and justice.

Jerry (2001), gave full support of the theory of distribution of access to information by describing it as a corollary to theory of justice and equity.

In this regard, he holds that organization should ensure that users of information are to have access to such information as they grapple with the issues regarding plan and policy information.

The Specific Use of ICT

The use of ICT as the modern tool for management of organization in which educational organization is inclusive has become the norm particularly for the advanced world. Okorie, Agabi and Uche (2005), stated that its adoption in most of the less advanced societies is yet to achieve the status of stability. However, the growing complexities of the educational system in Nigeria, particularly Rivers State, and the challenges it poses to the administration of the school system makes the application of ICT indispensable for quality assurance Okai (2008). In this jet age where computer and internet is the order of the day it is obvious that every organization need to adopt the modern information technology. Partarson (2005), asserted that just as no organization can survive without adequate financial backing. So also, educational institutions may find it difficult to survive the challenges of this time that is this era of globalization if the capacity to adopt the modern information technology is not there.

According to Egbezor (2002), periodic training should be organized for staff and students on the use of computer and other modern information technology was supported by Philip (2004), when he asserted that because most students are not knowledgeable in computer and the use of internet facility, so they show a poor attitude in the use of computer and internet. Indeed the impact of functional internet facilities owned by the school for processing information cannot be overemphasized. Scholars such as Babson (2011), posited that the performance of the school traditional role of teaching, research and contribution to community development and the administration of these activities generate themselves of raw data that needs to be processed and made available on regular basis for affective decision making and goal oriented actions.

Pekene (2000), stated that the provision of computers, internet and other facilities will enhance effective teaching and learning process. Therefore, it is necessary for the school system to provide facility for the adoption of ICT, this was supported by Ohin (2002), when he asserted that computers and alternative power generation system to support information technology should be provided. In the final analysis Agabi and Uche (2006) state that must administrative and academic transactions like student registration, the payment and other records process are now on-line today ICT are inadequately available in some of the secondary school system. This situation is a constraints on the use of computers on the application of ICT.

Okai (2008) stated that information has come to stay as one of the veritable resources in management of organization. No matter how policies and well intended an education policy may be, the realization of its goals also depends largely on the availability of facilities for the modern information and technology. The reluctance to embrace information technology is due to many factors such as the amount of the time and effort required to property integrate technology into curriculum, persistent doubts about the pedagogical benefit being utilized. Okorie, Uche and Agabi (2005), stated that not all students have easy access to computers and have email accounts. Some secondary school system does not have computers laboratories. Some unfinished computer works need preservation and were no laboratory is available for such work effective preservation and finish up of such work becomes difficult.

Agbuzor (2005), stated that despite the numerous benefits of ICT, there are numerous incidents of technological difficulties, like the problem of converting files to other software, in ability to access email and network service are constraints to the use of ICT.

The establishment of ICT is first preceded by some initial funds to provide the necessary facilities and equipment. Thus, Parterson (2005), contend, that the success of any educational programme in this jet age will depend greatly on the provision of facility and equipment for modern information and communication technology. If the secondary schools system is to obtain its objective in terms of quality, there is dire need to provide the required facilities for the modern information and communication technology to enhance the realization of set goals.

METHODOLOGY

The study used a descriptive design. The design sought the opinion of some teachers and students who are believed to be representative of the selected schools, this is done through questioning, collection and analysis of data so derived. The population of this study was drawn from Junior Secondary Schools made up of 5 urban and 5 rural public schools in Rivers State. The elements of the population are the teachers and students drawn from both urban and rural Junior Secondary schools in Rivers State. There is a total of 1600 persons consisting of 400 teachers and 1200 students drawn from some Junior Secondary schools in Rivers State.  In this regard 180 teachers and 600 students were drawn from rural schools while 220 teachers 600 students were drawn from urban schools. The sample of the study is 640 persons making 40% of the total population. To this end, 78 teachers were drawn from   urban schools and 72 from rural schools while 240 students were drawn from  urban schools  and 240 students were drawn from rural junior secondary schools, a self-constructed questionnaire titled assessment of the availability  and utilization of information and communication technology in junior secondary school questionnaire AAUICTQ was the instrument used for data collection. The instrument was divided into 4 sections and it was structured on 4 point Likert scaling Pattern. The data from the instrument were collected and their means in relation to the demands of each question were found. The means were further subjected to z-test in order to test the hypothesis of the study at 0.05 level of significance.

Research Question 1

What is the availability of ICT facilities in Junior Secondary Schools in Urban and Rural areas in Rivers State?

Table 1:    Availability of ICT facilities in Junior Secondary Schools based on location.

Data in Table 1 reveals the availability of ICT facilities in Junior Secondary Schools in urban and rural areas in Rivers State. Data in Table 1 shows tha8t only video tapes video discs, Radio/Television are available in Junior Secondary Schools in Urban areas in Rivers State while electric chalkboard, bulleting board, video tapes, video discs, Radio/Television and slide projector are available in Junior Secondary Schools in rural areas in Rivers State. The mean score of these ICT facilities are greater than the criterion mean. This reveals that there are more ICT facilities in rural areas than in urban areas in Junior Secondary schools in Rivers State. The ranks shows the extent these facilities are available in urban and rural junior secondary schools in Rivers State.

Research Question 2

What are the specific uses of Internet by teachers in Junior Secondary Schools in Urban and rural in Rivers State?

Table 3: Specific uses of Internet by teachers in Junior Secondary Schools Based on Location.

Data in Table 3 showed that teachers in urban and rural Junior Secondary schools in Rivers State used internet to check e-mail, access teaching materials, check research materials, getting news update, personnel and management of records, giving assignments to students, making friends and charity, and checking for conferences and workshop. The use of internet to carry out these activities have mean scores greater than criterion mean (2.50).  However, teachers in Junior Secondary schools in urban and rural areas does not adequately use internet for publishing and for students academic record. The mean scores for these items are less than the criterion mean (2.50).

Research Question 3

What factors inhibit the use of ICT in Junior Secondary Schools in Rivers State?

Data in Table 5 shows that the factors inhibiting the use of ICT facilities in Junior Secondary schools in urban and rural areas in Rivers State are: lack of internet connectivity, reluctance to adopt the use of internet, lack of knowledge in the use of internet, difficulty in learning the new technology, inadequate computer and other support accessories, lack of time to get to cyber café, lack of patience to wait in long queue in cyber café, lack of knowledge on how to use e-mail and lack of regular access to computer. The mean score of these items are greater than the criterion mean (2.50). However, the following factors does not inhibit the use of ICT facilities in Junior Secondary schools in urban and rural areas in Rivers State: lack of knowledge on the importance of internet, fear of exposing one’s deficiency, fear of failing to adapt, fear of exposing one system to virus and other internet service. The mean scores of these items are less than the criterion mean (2.50).

Hypothesis 1

This is no significant difference between the mean responses on the availability of ICT facilities in Junior Secondary schools in urban and rural areas in Rivers State.

Data in Table 2 shows that the calculated z value (4.318) is greater than the critical z value (1.960) at 0.05 level of significance and at 398 degree of freedom. The null hypothesis is rejected while the alternate hypothesis is accepted. The finding of this hypothesis is that there is significant difference between the mean response on the availability of ICT facilities in Junior Secondary Schools in Urban and rural areas in Rivers State.

Hypothesis 2

There is no significant difference in the mean response of teachers in urban and rural areas on their use of internet ICT facilities in Junior Secondary schools.

Data in Table 4 reveals that the calculated z value (0.924) is less than the critical z value (1.960) at 0.05 level of significance and at 158 degree of freedom. The null hypothesis is accepted while the alternate hypothesis is rejected. The finding of this hypothesis is that there is no significant difference in the mean responses of teachers in urban and rural areas on their use of internet ICT facility in Junior Secondary schools in Rivers State.

Hypothesis 3

There is no significant difference in the mean responses of teachers in urban and rural areas on the factors inhibiting the use of ICT in Junior Secondary Schools.

Table 6: Z-test analysis of mean difference in the mean of teachers on the factors inhibiting the use ICT based on location.

Data in Table 6 shows that the calculated z value (1.008) is less than the critical z value (1.960) AT 0.05 level of significance and at 158 degree of freedom. The null hypothesis is accepted while the alternate hypothesis is rejected. The finding of this hypothesis is that there is no significant difference in the mean responses of teachers in urban secondary schools in Rivers State.

Summary of Findings

Based on the analysis of data the summary of findings are as follows:

1. Most specific uses of ICT by teachers in Junior Secondary Schools in Rivers State are in the areas of checking e-mail, accessing research materials and news update, these are key among other uses.
2. The factors that inhibit the usage of ICT are:

1. Lack of internet connectivity.
2. Lack of knowledge on the use of internet
3. Difficulty in learning the new technology
4. Inadequate computer and other support accessories

1. Both urban and rural Junior Secondary Schools in Rivers State have specific need of ICT facilities.
2. There is no significant difference between the lecturers of urban and rural Junior Secondary Schools in their mean rating on the specific use of ICT in Rivers State.
3. There is a significant difference between the teachers of urban and rural Junior Secondary Schools in their mean rating on the factors that inhibit the use of ICT in Rivers State. 

Conclusion

In recent times ICT have become a potent or veritable tool for managing the educational organization, this is true because it will facilitate functions such as information acquisition, processing, storage and retrieval. Since the findings of the study revealed the specific use of ICT in both urban and rural Junior Secondary Schools in Rivers State and can reasonably conclude that the application of ICT is essentially necessary for teaching and learning in Junior Secondary Schools in Rivers State. The study also identify the factors that inhibits the use of ICT in Junior Secondary Schools in Rivers State and indeed both urban and rural schools had high mean scores factors such as lack of e-mail address, and lack of regular access to computers.

Recommendations

Based on the findings of the study, the following recommendations were made:

1. It is essentially necessary to expand the present situation of the existing capacity for ICT adaption, in this regard, more computers and its accessories should be provided and thus linking them to the internet thereby maximizing the use of ICT.
2. The sustained use of ICT will encourage specific uses of internet by teachers, students and administrative personnel in secondary school in Rivers State.
3. A general re-orientation of students and staff of Junior Secondary the uses of ICT will go a long way to enhancing its application. This will be possible if a policy is made.
4. ICT Centres should be provided with more computers and its accessories to allow for proper application.
5. There is need for internet facilities in Junior Secondary schools in Rivers State.
6. Students, teachers and administrators should  be given  opportunity to use and apply ICT regularly, this is to ensure that they are exposed to the global community.

References

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Correspondence can be directed to:

Okai N. Okai

Educational Management

Faculty of Education

Ignatius Ajuru university of Education

Port Harcourt, Rivers State