1
EVALUATION OF INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT) FACILITIES IN THE MANAGEMENT
OF COLLEGES OF EDUCATION IN THE NORTH CENTRAL
GEO-POLITICAL ZONE NIGERIA
BY
ODEH REGINA COMFORT
PG/PH.D/06/40666
A thesis submitted to the department of educational
foundations, university of Nigeria nsukka.
SUPERVISOR: PROF. REV. (FR.) A.U. AKUBUE
In fulfillment of the Requirement (Ph.D) in Educational
Administration and Planning
JANUARY 2011
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DEDICATION
To the Almighty God who has seen me through this study. Also to my
late husband Mr. P. Odeh and my elder brother Mr. W. A. Adole whose
dream I have tried to actualize.
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CERTIFICATION
Odeh Regina Comfort, a Postgraduate Student in the Department of
Educational Foundations with Registration Number PG/Ph.D/06/40666 has
satisfactorily completed the requirements for the degree of doctor of
Philosophy in Educational Administration and Planning. The work
embodied in this thesis is original and has not been submitted in part or full
for any other diploma or degree of this or any other university.
Odeh Regina Comfort Prof. Rev. (Fr.) A. U. Akubue
Student Supervisor
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APPROVAL PAGE
This thesis has been approved for the Department of Educational
Foundations, University of Nigeria, Nsukka.
By
Dr. Dan Enyi Dr. A.I Oboegbulem
Supervisor Internal Examiner
prof. M.O Ogunu Prof. Ike Ifelunni
External Examiner Head of Department
Prof. Ike Ifelunni
Dean of Faculty
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ACKNOWLEDGEMENTS
The researcher owes many people whose immeasurable supports and
contributions made this work come to a successful completion much
gratitude. The researcher is grateful to the Almighty God whose special
grace guides this study to the end. The researcher is indebted to all who have
been a source of inspiration through the period of carrying out this research
work. The researcher is very thankful and appreciative of the efforts of the
academic supervisors, professor rev. Akubue and Dr. Dan Enyi for their
fatherly guidance, tolerance, care and scholarly assistance, which brought
this work to a successful conclusion.
Of special mention here are professor Eze Uchenna, professor a,
Okwori, Dr. Ngwoke, Prof. N.O Agbulu, Dr. M.O Nder, Dr. Asogwa, Dr. G.
Ochai and Dr. Uloko for encouragement and reading through this work to
make it what it is today. The researcher is also most grateful to all the
Spiritual fathers who tirelessly prayed for the success of this work. The
support and encouragement the researcher got from relations and family
members was innumerable and very much appreciate. May the Almighty
God reward every one of one.
Odeh Regina Comfort.
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ABSTRACT
The study evaluated Information and Communication Technology (ICT) facilities
in the management of colleges of education in the North Central Geo-Political
Zone of Nigeria. The study employed descriptive survey design. Three research
questions and three hypotheses guided this study. The population of the study
comprised eleven colleges of education and six hundred and thirty (630) subjects.
All the federal and state colleges of education in the study area were used for this
study. Proportionate stratified random sampling technique was used to draw the
three hundred and thirty (330) respondents for this study. Questionnaire titled
Evaluation of Information Communication Technology Facilities (EICTFQ),
observation and unstructured oral interview were used as instruments for data
collection. Mean was used to answer the three research questions, while t-test
correlation coefficient and standard deviation were used to test the three null
hypotheses at 0.05 level of significance. Some of the major findings of this study
include: on availability of ICT facilities, out of the 31 items in the questionnaire,
no ICT item was found to be always available. 9 items out 31 tested fell within the
sometimes available range and the remaining 22 items fall under rarely and never
available range respectively. On the adequacy of ICT facilities in the management
of COEs in the study area, no ICT item was found to be in very adequate range.
Seven (7) items out of the 31 fell within adequate range while the remaining 24
items fell within not adequate and very inadequate range. On the utilization of ICT
facilities, out of the 31 ICT items in the questionnaire, no ICT items were found
always to be used. Only 6 items were found to be sometimes in use. The remaining
25 items were rarely in use and never in use. Finally, it was discovered from the
outcome of the study that Federal COEs have higher levels of availability,
adequacy and utilization of ICT facilities than the State COEs in the study area.
The study also has the following recommendations based in the findings of the
study: adequate computer, Internet centers and cyber café should be made
available by the Federal and State governments to each college department in
order to provide accessibility for the use of ICT facilities in college management,
teaching, learning and research purposes. The government should make the use of
Internet in the management of COEs compulsory, as Internet was indicated
available but it is not utilized in the management in the management of COEs.
Colleges of education managers should be encouraged by the COEs stakeholders
to put to use ICT facilities available because it was revealed from the finding of
the study that out of ICT facilities available only 6 are being utilized in the
management duties of COEs. State government should try as much as possible to
give more support to acquisition and utilization of ICT facilities like their Federal
counterparts so as to enhance effective and productive management performance
in the State COEs. Colleges managers should endeavor to mobilize and train their
personnel through seminar and workshop for proper use of ICT facilities.
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TABLE OF CONTENTS
Title Page i
Dedication ii
Certification iii
Approval Page iv
Acknowledgments v
List of Figures vi
List of Tables vii
Abstract viii
CHAPTER ONE - INTRODUCTION
Background of the Study 1
Statement of Problem 9
Purpose of the Study 10
Scope of the Study 11
Significance of the Study 11
Research Questions 12
Research Hypotheses 13
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 15
Evaluation 15
ICT and its Components 20
COE Management 31
Theoretical Framework 39
Information Theory 39
Technology Acceptance Model 43
Scientific Theory of Educational Management 47
Management Evaluation Model 55
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Screven-Goal-Free Evaluation Model 55
Review of Empirical Studies 57
Studies on Availability of ICT 57
Studies on Adequacy of ICT 59
Studies on Utilization of ICT 61
Summary of the Review 66
CHAPTER THREE: RESEARCH METHOD
Design of the Study 70
Area of the study 70
Population of the Study 71
Sample and Sampling Technique 71
Instrument for Data Collection 72
Validation of Instrument 73
Reliability of the Instrument 74
Method of Data Collection 75
Method of Data Analysis 76
CHAPTER FOUR: RESULTS
Presentation of Results 77
Summary of the Major Findings 84
CHAPTER FIVE: DISCUSSION OF RESULTS,
CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS
Discussion of Results 85
Conclusion 93
Educational Implications 94
Recommendations 96
Limitations of the Study 97
Suggestions for further Research 98
10
List of Figures
Fig 1 Organogram of College Management 33
Fig 2 Basic Model of Transmission by Shannon 41
Fig 3 Technology Acceptance Model by Davis, Bagozzi and Warshaw
44
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List of Tables
Table 1 Responses on the Availability of ICT facilities in COEs in the North Central Zone of Nigeria.
78
Table 2 Responses on the Adequacy of ICT facilities in COEs in the North Central Zone of Nigeria.
79
Table 3 Responses on the Utilisation of ICT Facilities in COEs in the North Central Zone of Nigeria
80
Table 4 t-test of mean scores of federal and State COEs as regards availability of ICT facilities.
81
Table 5 t-test of significant difference between two mean scores of Federal and State COEs as regards adequacy of ICT facilities in them.
82
Table 6 t-test of significant difference between two mean scores of federal and State COEs as regards utilization of ICT facilities in them.
83
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CHAPTER ONE
INTRODUCTION
Background of the Study
Management is an integral part of any organization. The survival of
any organization is dependent largely on the quality of management or
administrative services involved. Adesina [1990] simply defined
management as the organization and mobilization of all human and material
resources in a particular system for the achievement of identified objectives
in the system. Educational management therefore is the process of arranging
logically aJnd using human and material resources and performances
available for education, for transmission of skills, knowledge, vocation and
culture through efficient teaching, learning, research, its utilization and
dissemination for a better society, (Eneasator and Nduka 1998).
Management of Colleges of Education is a process involving certain
functions and work activities that college managers perform to achieve the
goals of the college. For instance, Lucey [1997:91] observed that
management has to make decisions about:
Work of the College – What it should be, how it should be divided
and organized and how the task should be coordinated.
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People in the organization, who they should be, how they should be
treated and motivated, how they would be managed and led, and who
does what.
Structure of the College, what would be the group/departments and
their relationships; how authority and responsibilities will be arranged
as well as where decision will be taken.
Systems of the organization, what type of information/communication
will be used.
College management requires information that is easily accessible,
accurate, timely, relevant, veritable, complete and clear on what to base
management decisions and the effective and efficient use of ICT can
enhance these decisions. The management process usually consists of basic
management functions. These functions according to Ivancevich Lovenza
and Slumer [1994:14] are:
Planning: It is a college management function that determines the
college objectives and establishes the appropriate strategies for
achieving these objectives.
Organizing: This is the college function that assigns the tasks
identified during planning to individuals and groups within the college
so that objectives set by planning can be achieved.
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Leading: a function of college managers by directing and motivating,
influencing the college members to perform in ways that accomplish
college goals/objectives.
Controlling: A function of college management that makes sure that
college actual performance conforms to the performance that was
planned for it. A college manager performs these functions
simultaneously and these could be effectively done if the college
managers make proper use of ICT facilities available to them.
Colleges of Education in Nigeria come broadly under the following
management bodies:
Federal Government (for federal colleges of education ) through the
Federal Ministry of Education
State Government (for state colleges of education) through the State
Ministry of Education
Private College, (private colleges of education). Private-owned
colleges of education are not included in this study.
Glatter, Riches, Preedy & Masteron (eds.) [1998] pointed out that the
purpose of these management bodies is to ensure that the colleges are
working satisfactorily within their policies and prescriptions. An effective
and efficient use of ICT facilities and a well designed and developed college
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information system will enable data transfer between these management
bodies and the colleges for the purpose of effective and efficient monitoring
and evaluating the college performance.
College of Education Provost plans, organizes, directs and controls
the allocation of human, material, financial and information resources in
pursuit of the goals and objectives of the college. The volume of the records
to be kept and retrieved makes the use of ICT an obvious application to opt
for.
The complexity of the education process and the college of education
management in particular have made the computerization of some aspects of
college management such as record keeping a necessity. Iperen [2006],
observes that the college provost‟s role has become increasingly complex:
College managers (Provosts) are expected to play a large role in instructional
leadership and be supportive and transformational in their leadership with
students, staff and parents.
The management of Colleges of Education should be able to gather
data from several sources through the use of ICT, analyze them, select the
relevant ones and organize them in such a manner to allow management
make decisions based on the organized data. Ndukwe [2003], pointed out
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that the ability to use ICT to easily access and share information and
stimulate the creation of new ideas enhances good management.
The term Information and Communication Technology (ICT)
embodies the convergence of micro electronics, telecommunications and
computers. According to William, Sawyer and Hutchinson [2000],
Information Communication Technology has been made possible through
the phenomenon called technological convergence. Ayodele [2002] defined
Information Communication Technology as electronic-based technology
generally used to collect, store, process and package information as well as
provide access to knowledge.
Information improves knowledge and helps in reducing uncertainty
and the unknown. This is relevant in planning and decision making which
are very crucial to college of education management. Isyaku [2002]
observed that some ICT facilities that could be used in the management of
colleges of education include: college information system, desktop
computer, laptop computer, departmental computer library, computer
networking, scanning machine, printing machine, photocopying machine,
internet, satellite disc for global information, departmental e-mail service,
internet phone, college cyber café, college worldwide web (www), college
visual library, digital satellite television (DSTV), facsimile machines public
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address system, audio tape player digital camera, electronic classroom,
examination scoring machine, counting machines and so on. According to
Isyaku, the use of the ICT facilities in the performance of colleges of
education management functions enhances efficiency and productivity in the
achievement of college goals and objectives
The need to evaluate ICT facilities in the management of colleges of
education in the North Central Zone of Nigeria, after five years of ICT
integration is very necessary. It makes a lot of sense that when a
programme/product has lasted for sometime, common sense demands that
such programme or product could be evaluated to assess its effectiveness
and worth. Dewey [1939], states that the value of an object or programme
depends upon how well it satisfies some needs. This implies that information
communication technology facilities that fail to meet up the intended
consequence should be considered valueless and hence discarded. Dewey
believes that evaluation is that of deliberation which has its beginning in
troubled activities and its conclusion in the choice of a course of action
which straightens it out. He further stresses that decision about ICT worth
for college management can only be aimed at investigating its consequences
and outcomes.
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The purposes of evaluations in education are numerous. Bajah [1983],
states that the basic rationale for evaluation is that it provides information
for action while its primary justification is that it contributes to the
rationalization of decision-making. To Okoro [1991], the main purpose of
evaluation in education is to judge the worth, usefulness, effectiveness or
value of something, be it on education programme, curriculum, textbook,
students performance or ICT facilities.
This study made use of minimum standard for all NCE teachers
provided by the National Commission of Colleges of Education to Colleges
of Education in Nigeria, as a benchmark guiding the acquisition and
utilization of ICT facilities in the colleges. However these ICT facilities are
not comprehensively documented, for they are scattered across various
departments but, the researcher tried to pull them together in order to
develop the instrument for this study, (National Commission for Colleges of
Education) [2002]. This study adopted Scriven Goal Free and management
models of evaluation to support it. Scriven [1972], while recognizing the
pitfalls of the goal-free evaluation model opines that evaluation should
anchor not on already intended goals but also on the evaluator identifying
and collecting relevant data that would enable him appraise the total
consequences of the evaluated product/programme without reference to any
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pre-set goals which blur his objectivity. According to Scriven while
evaluation can play many roles in education programmes, the evaluation
process has only one functional goal, that of determining the worth or merit
of something.
Moreover, the management model of evaluation by Payne [1994],
basically wants the evaluators to provide information to management to help
them in making decisions about programme/products. The evaluators‟ job is
to serve the key decision makers (COE managers). This model wants
evaluators to facilitate use.
The above evaluation models agree with Gbenya [2006], who
observed that the extent of the effectiveness of ICT in the management of
schools would depend on how available, adequate and utilized the ICT
provided to the school personnel will be. According to him, the availability,
adequacy and utilization of ICT facilities are therefore important factors to
consider if there must be any meaningful benefit in the use of ICT facilities
in the management of colleges of education in the North Central Geo-
Political Zone of Nigeria. It is based on this that this study is carried out to
evaluate Information and Communication Technology (ICT) facilities in the
management of Federal and State Colleges of education in the study area.
Although this study appraised the extent of availability, adequacy and
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utilization of ICT facilities in management of COEs in the study area, the
research hypotheses compared the level of difference that exist on
availability, adequacy and utilization of ICT facilities in Federal and State
COEs in the area.
Statement of Problem
ICT has been integrated into the management of schools especially
COEs in Nigeria for some time now. Despite its integration in the
management of COEs, the performance of college management has not been
improved as compared to what it was before the integration of ICT. For
instance, students‟ results are not promptly processed and released. There is
no proper dissemination of information to the public on admission matters as
a result of lack of information sources.
Decision making is difficult as records are not always available. Some
vital issues such as students‟ unrest, cultism on campus, information about
some important happenings such as opening and closing of school are not
always available. The college communities are starved of information that
can improve and enhance teaching and learning. Why has this situation been
like this in the management of COEs? This could be attributable to the
observation made by some concerned individuals that ICT cannot make any
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meaningful improvement on anything if ICT facilities are not available,
adequate and appropriately utilized.
It is based on the above observation that the researcher felt challenged
to evaluate what ICT facilities are available, how adequate the available ICT
facilities are and their utilization in the management of both federal and
State colleges of Education in the North Central Geo-Political Zone of
Nigeria. Thus the problem of this study is to evaluate to what extent ICT
facilities are available, adequate and utilized by these institutions in the
study area.
Purpose of the Study
The general purpose of this study was to evaluate information and
communication technology (ICT) facilities in the management of colleges of
education in the North-Central Geo-Political Zone of Nigeria. Specifically,
the study:
(1) determined the extent of availability of ICT facilities in Federal and
State Colleges of Education
(2) determined the extent of adequacy of ICT facilities in the Federal and
State owned colleges of education.
(3) determined the extent of utilization of ICT facilities available in
Federal Colleges of Education and State owned.
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Scope of the Study
The scope of coverage of this study was limited to: availability,
adequacy and utilization of ICT facilities in the management of Federal and
State Colleges of Education in the North Central Geo-Political Zone of
Nigeria.
Significance of the Study
This study has practical significance. Practically, the findings of the
study will sensitize the stakeholders of colleges of education to devote
resources and personnel for the improvement of administrative services in
colleges of education through adequate ICT use. It is expected that the
findings of this study will spur the government to set up machinery to fully
develop college of education information system (CEIS) that will support a
full range of management administrative functions. In addition, it is also
hoped that the findings of the study will put the government in a better
position to encourage college administrators and other staff to use
information system as a tool for supporting decision-making.
It is hoped that from the outcome of this study, the government will
see the need to make ICT training and literacy compulsory aspects of staff
recruitment and development.
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Besides, the findings of this study will enable the Nigerian colleges of
education and other tertiary institutions to integrate ICT in all their
programmes and provide ICT support for research, teaching and
administration. The college management can do this by making funds
available for seminars and training of technical staff. Also, the findings of
this study will sensitize the students to make use of the available ICT
facilities in the college to facilitate their learning for better academic
performance. Finally, it is hoped that the outcome of this study will be a
useful reference material to the government agencies, policy implementers,
researchers and educationists.
Research Questions
(1) To what extent are ICT facilities available for management of both
Federal and State Colleges of Education in the North-Central Geo-
Political Zone Nigeria?
(2) How adequate are the available ICT facilities in the management of
Federal and State Colleges of Education in the study area?
(3) To what extent are the ICT facilities available utilized in the
management of both Federal and State Colleges of Education in the
North Central Geo-Political Zone Nigeria?
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Research Hypotheses
The research hypotheses of this study were stated at 0.05 level of
significance.
(1) There is no significant difference between the mean ratings of
administrators of State and Federal Colleges of Education as regards
availability of ICT facilities
(2) There is no significant difference between the mean ratings of
administrators of State and Federal Colleges of Education, with regard
to adequacy of ICT facilities in them.
(3) There is no significant difference between the mean ratings of
administrators of State and Federal Colleges of Education as regards
the utilization of ICT facilities in these colleges.
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CHAPTER TWO
REVIEW OF LITERATURE
In this chapter various opinions and studies carried out on
Information and Communication Technology, availability, adequacy and
utilization of ICT facilities were reviewed for better understanding. The
review was carried out under four major headings: conceptual and
theoretical framework, empirical studies and summary of the review.
Conceptual Framework
(i) Evaluation
(ii) Information Communication Technology and its components
(iii) College of Education Management.
Theoretical Framework
(i) Information Theory
(ii) Technology Acceptance Model
(iii) Scientific Theory of Education Management
(iv) Management Model of Evaluation
(v) Scriven-Goal Free model of Evaluation
Empirical Studies
(i) Studies on Availability of ICT facilities
(ii) Studies on adequacy of ICT facilities
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(iii) Studies on utilization of ICT facilities
Summary of the Study
Conceptual Framework
Evaluation
Adejoh (2006), defined evaluation essentially as the provision of
information for the sake of facilitating decision-making at various stages of a
programme or use of a product. Johnson in the same source said that
evaluation is “the process of delineating, obtaining and providing useful
information for judging decision alternatives”. One could see from the above
definitions that, evaluation of any programme or product is a scientific
process involving the expertise of professionals.
Dewey [1938], provides a convincing frame work for evaluation
inquiry. The theory proposes that thinking about values is of great
importance to educational practice because all educational practices have
undertones of values that are expected at the end of instruction or usage. The
theory further contends that facts have their bearing in the value of things
and that value propositions should not be considered to be un-empirical un-
testable or else it will be considered to be serving the interest of just a group,
and when tested, it should be concluded to have worth to justify its
continuous existence, Lere (1996). Dewey in his theory of evaluation states
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that the value of an object or process depends upon how well it satisfies
some needs. This implies that any information communication technology
tools that fail to meet up the intended consequences should be considered
valueless and, hence, should be thrown away. The theory further stresses
that decision about ICT worth for college management practices can only be
arrived at through investigation of its consequence and outcomes. Dewey
believes, therefore, that evaluation is that of deliberation which has its
beginning in troubled activity and its conclusion in the choice of a course of
action which straightens it out.
In addition to the above theory, any evaluative inquiry of this nature
also requires a model for organizing and analyzing the probable functional
relationships among the different domains of relevant variables; Cooley and
Lohyness [1976]. Several models exist and these models are useful, mainly
in providing suggestions to evaluators in solving their own designed
problems. Unfortunately, however, each available model has been devised to
meet the needs of a particular situation.
Other functions of evaluation as put forward by some scholars are as
discussed below:
1. Product or programme improvement: Evaluation makes it
possible for data and information relating to programme/product to
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be collected. Such collected data according to Okoro (1991), are
used in judging the effectiveness of the product/programmes and in
detecting deficiencies in the product/programme that need to be
removed.
2. Accountability: Another reason commonly advanced for the
evaluation of products/program is the need to justify expenditures
of time, talent and money. These are expenditures while
management leaders are likely to be questioned at any time. Okoro
points out that vast sum of money are spent on education practices
by the government. This money ought to produce good educational
programs/product outcomes for students, programmes or products
that would serve the needs of the country and bring about the
desired changes in the college management and behaviour,
character, skills, level, and social life of administrators who pass
through the use of ICT product/programmes. Evaluation therefore,
ensures that all educational expenditures are justified by the
improved management performance and other favourable
outcomes that might result from the expenditure.
3. Decision –making: Decision must be made with regard to all
aspects of ICT practices in education and at all stages in the
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provision of ICT facilities to college management use. Ofoegbu
[1997], shows strong support for product or programme evaluation
as a basis for presenting evidence for the sake of facilitating
decision making in stage of ICT integration in college management
practices. Such decision according to him may lead to continuation
termination or modification of ICT integration in educational
management practices. Evaluation therefore assists in decision
making by providing the information on the basics of which wise
decisions can be taken; Okoro (1991).
4. Programme planning: Evaluation also aids the planning of a new
project/programme and in deciding whether to expand, modify or
discontinue with the existing project/programmes. According to
Okoro high quality ICT integration projects can be provided for the
staff of any higher institution as COEs only by careful planning.
Planning ensures that any ICT integration project established will
serve the needs of the institution and the society. Proper planning
according to him, involves the collection of information about
objectives, needs of the institution and the community to be served,
cost of the project and the availability of the ICT facilities and
technical staff. This information plays an important role in
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effective planning in ICT integration in the management of
colleges of education.
5. Personnel Improvement: Evaluation also helps in ensuring that
Educational management personnel are well trained and are
carrying out their functions that they are best suited to carry out.
According to Adejoh [2006], evaluation of schools helps to judge
the merits of all the administrative and managerial arrangements
and practices and structures within which the school itself operates.
The skill and ability of administrators and instructional personnel
in educational institutions no doubt, determine to a large extent the
quality of the programme or the integration of a project offered.
Staff, according to Okoro should therefore, be assisted to identify
their strong and weak points and be encouraged to improve on
their performance.
Another purpose commonly advanced for the need to evaluate programmes
or projects in education include the significance to the participants of
knowing what they have accomplished. This knowledge tends to improve
their morale and supply guide post by which they may plot further action.
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Information Communication Technology and its Components
The term information and Communication Technology (ICT)
embodies a convergence of interests between electronics, computing and
telecommunications, all of which are leading to the rapid development of
microelectronics. The outcome of this technological flux is a paperless
office, faster and better ways of doing things. The world has been turned into
a global village through the convergence of information and communication
technology resources. According to Osuagu [1999], information and
communication technology refers to the convergence of microelectronics
telecommunication and computers. To Lucey [1997], the term refers to the
process of acquisition, processing, storage, and disseminating of vocal,
pictorial, textual and numeric information. Lucey listed the components of
information and communication technology to include:
(1) Computer systems
(2) Communication system (telecommunication telephone,
satellite, telex, facsimile internet, e-mails, video text,
document delivery.
(3) Reprographic systems (micrographic, electronics copiers,
word processor, microware systems (radio, television)
32
ICT as a generic term refers to the technologies used in collecting,
storing, processing, (editing) and passing information in various forms. In a
general sense, ICT will include communication satellites radio, televisions,
telephone, video, tape record, microphone, public address system, projectors
scoring machines compact disc, floppy disc, personal computers and so on
Sambo [2002].
ICT according to Patterson [1995] conveys the notion of the
application of handling or technologies that allow various forms of
information to be processed, transmitted, manipulated, stored and retrieved
with speed, accuracy and efficiency. The ease of data processing and
transmission provided by these technologies has engendered the flow of
information across the boarder and between individual‟s cultures and
nationalities as never before. This results in great technological, economic
and social changes, striking the world ever more closely into a global
village. The need for the development of ICT is a global resolution and has
been a subject of great significance to all mankind. ICT is daily giving birth
to new concepts, new products and new ideas and radically transforming not
only our industries and business but also every aspect of our lives including
educational management. ICT is now recognized as a utility such as water
and electricity ( Ajayi, 2000).
33
Rowley [1988], stated that over the years, books, journal, and libraries
were used as tools for recording knowledge for posterity. Methods of
keeping records about activities were such as in-house filling systems,
bookkeeping practices etc. methods of communicating knowledge include,
letter, journals, books, reports, newspapers, telephone conversations, radio
and television for information and entertainment for mass audience.
However, innovation in ICT offers new ways of doing things to fulfill
exciting task more efficiently.
The introduction of ICT in an organization such as colleges of
education assists in the performance of various production and clerical tasks
and minimizes the time that the management spends in gathering
information for decision making. Some of these technologies attempt to
emulate existing means of functioning while some offer a completely new
means of operation. The tendency to emulate existing practices is what has
brought about electronic mail, electronic journal, electronic office, electronic
bill board etc. the ICT concept involves a whole range of technologies in
information processing and electronic communication. These include:
Computers
A computer is an electronic device that accepts and stores input data
and process the data and produces outputs as a result of step by step set
34
instructions. Woherem [2004:241] at the centre of ICT revolution is the
computer. Computers are marked by accuracy of results, speed in operation
and versatility in operation; it has found application in all areas of life.
However, the slow pace of both computer acquisition and literacy is having
profound negative effects in colleges of education and other organizations.
According to Anigbogu [2002], the word computer is a house hold name in
modern technology in the developed countries in the world, but in Nigeria,
the technology is still sounding strange to many people.
The use of computer systems has brought about a lot of improvement
and efficiency over the previous manual operation such as payroll
processing, stock inventory analysis and control scientific processes such as
seismic interpretation, and engineering designs. According to Iperen, other
benefits of computer include:
Enabling a worker to work faster
Enabling an organization to handle large volume of information
Accuracy
Improving the quality of work output.
Providing flexibility in providing information.
Providing means for guide storage and retrieval of information
Providing reduction in cost overtime.
35
Most Nigerians use their computers for just word processing such as
typing letters, memos, reports, queries and circulars. The results are that
other computers software is never operated or attempted due to lack of
knowledge or limited skills or abilities. Cole [2000:251], also observed that
with the availability of a wide range of information sources and transmission
media, management and professional staff have the ability to make informal
decisions based on an up-to-date picture of a situation and an awareness of
alternative responses and their likely consequences. Computers are now
widely used to answer questions as “what is likely to happen if we decide to
take option A or what is likely to be the result of changing X but not
changing Y?
The Internet
The internet is a huge network of inter-connected computers. Salman
[2000], stated that “the internet is a powerful innovation programme that
provides links among computers all over the world via satellite and
telephones.” The internet links millions of people and thousands of
companies, educational institutions and many other types of organization
world wide and enables them to be able to communicate with one another. It
makes possible the world wide interchange of information. The internet does
have a central point or control centre. It is the sum of all its parts. Using the
36
internet, a teacher acquires course material, a farmer gets new planting
methods, a college manager acquires strategies for effective and efficient
management performance. Co-operations are drawn to it because of its
power to advertise their products and service to millions of potential
consumers. According to Awake [1997], internet is just like a room filled
with many spiders, each spinning its own web. The webs are so
interconnected that the spiders can travel freely within the maze. It is a
global collection of many different types of computers and computer
networks that are linked together. Just as telephone cables links you to talk
to someone on the other side of the earth.
Ndum [2001], stated that internet featured exhaustive materials for
students that cover recreation, entertainment, sports, shopping, employment
opportunities etc. it provides access to almanacs dictionaries, encyclopedia
and maps. It enables users to set products, make purchases and make
Banking transactions, converse and listen to latest music recording. Ndum
summarized the internet thus:
For the first time ever the world is truly at fingertips. From
your information about anything you can name or even
imagine. You can communicate with people on the other side of
the world. Set up a teleconference and tap into the resources of
powerful computers through the world best libraries you can
watch video, listen to music and read special multimedia
magazines. From the internet you can shop for almost anything
37
you can name, all these things are possible by simple tapping
into the target computer network in the world-the internet.
Most of the information on the internet is free. Government, Universities,
Colleges, Companies and individuals provide free information to educate
and entertain the public. Information on the internet is reliable, timely,
meaning up –to-date and accurate in addition to the fast speed at which
information is made available to the users.
Today internet provides a very important technical infrastructure for
knowledge networking. The internet is advantageous in almost every sphere
of life and in all aspects of human endeavour. The internet he said, is
informative, educating, entertaining, improves commercial transactions,
helps in reducing traffic and helps in reducing labour and boost
communication. Iperen outlines a list of typical uses of the internet as:
The E-mail: An internet based electronic substitute for the conventional
post office. With it internet users locate anywhere in the world at electronic
speed. With e-mail facilities, Messages are transmitted and received
instantly, whether the address is in the next office or the other side of the
world.
News groups: help users to share new information and articles. Readers
post messages or article to new groups for other people to read. They can
reply to articles.
38
Facsimile (FAX): Involves internet users having a facsimile machine to
receive and send Fax via internet. Printed image processing lies in the use of
facsimile (Fax) machines. Fax machines send complete image of the
appearance of the sheet to another machine. Whatever is dispatched is
received and recreated at the other end, without the original or the other
leaving the office, Iperen [2006].
Electronic Bulletin Boards: Which are like notice boards but now in
electronic form. Though such media internet users obtain up-to-date
information, publicize events and exchange ideas.
Internet Phone: Makes it possible for those connected to the internet to
make calls through the internet.
Virtual Library: This helps users to have access to pools of literature or
books written by various authors. This replaces the traditional library: it
gives the users opportunity to browse through the internet, type in the
author, the title of the book and the year of publication, thereby the content
of the book is displayed for them to download and use as their study
material. This process is faster and more convenient than the use of
traditional or conventional library.
World Wide Web (www): It is a global network, which enables every
computer on earth to have access to world wide information traffic. The
39
documents on the website are known as hypertext documents. International
journals, technical standards, books, film; news papers and so on are
available on the websites. Just think of organization with many departments
housing every member of the organization each contributing greatly to the
proper running of the whole organization, so are the internet web sites.
According to Molosi [1991], the internet growing faster than all other
communication technologies that have preceded it. Radio existed for 38
years before it has 50,000,000 listeners; television took 13 years to reach
that mark. The internet crossed that line in just four years. The internet has
taken the world by storm and has generated a list of interest in today‟s
information world. According to Chukumerie [2001:2] “one of the reasons
why people formerly had no interest in computers but are now willing to get
involved in computing stems from the mystery the internet has generated. In
fact, the internet has turned the world into a global village where people of
different nationalities, race and social background can communicate on a
one to one basis to share and exchange ideas across continents in an
interactive and personal manners.
The internet as an educational or management medium offers real
benefits and prospects. However, the danger it presents are so real.
According to Eyitayo and Eyitayo [1991], “Internet with its many
40
advantages also come the numerous challenges and problems. By mere
typing the word “Sex” in a web search engine, you can find images nude
folks of both genders in a variety of situation that can be considered
compromising at best. Managing internet access is particularly problematic.
Internet connection line is often used by students to access pornographic
sites, read newspapers, play games and engage in online chatting.
The problem of students submitting download works from the internet
as their projects and assignments is rampant while scarce documents are
wasted printing irrelevant questionable educational values.
The Radio: The radio is a machine of communication. Radio reaches
people everywhere with opinions, news, entertainment and advertising.
There is hardly a place in the world that is beyond the rich of radio. Radio
remains the most cost effective means of communication. It is an interactive
medium used for dialogue, debate and exchange of ideas. It provides both
access to information and an avenue of expression and communication.
Parents/society has a voice to participate in matters that directly impact on
the lives of their children through radio. School manager can communicate
the programmes or activities of the school through radio.
The Television: Television gives electronic moving pictures. The television
has a strong influence on people, on culture and on the beliefs, attitudes,
41
behaviour and ambition and as well as personality of people. According to
Anger and Tor-Swan [2005], Television is one of the most valuable ICT
infrastructures that have contributed so much in bringing the world down to
a global village. With the use of TV, especially the modern age of digital
satellite television (DSTV), territorial boarders have clearly vanished, giving
way for information, ideas etc, to be passed from one country to another,
even in the comfort of one‟s bedroom, without having to pay too much for
the information.
Telephone: The telephone is the medium of the spoken word for distance
communication. It is one of the efficient communication systems available.
One can dial to almost any other telephone in the world. The most recent is
the global communication system known as (GSM).
Satellite: These are geo-stationary communication microwave repeaters
located at about 35.700 km above earth surface. It rotates round the earth
every twenty-four (24) hours and remains above the earth always.
According to Adeniran. They receive microwave signals in one frequency.
Satellite handsets transmit voice, text, audio and visual information. The
technology brings communication to rural areas and countries without
installation of cable as a result of their reception to the satellite geo
stationary repeaters. Other ICT facilities that can be available for
42
management use according to Iperen include public address system, College
Cyber café, Projectors electronic, scoring machines, multimedia classroom
etc.
College of Education Management
Uyanga [1996], sees management as denoting a function as well as the
people who discharge it, a social position and authority and also a discipline
and a field of study. Management involves people looking at themselves and
exercising formal authority over the activities and performance of other
people. For this purpose therefore Drucker further regards management as:
Taking place within a structured organizational setting and with
prescribed roles.
Directed towards the attainment of aims and objectives.
Achieved through the efforts of other people; and
Using systems and procedures.
The approach to educational management in Nigerian tertiary institutions
is basically the same, except distinctive positions of the pro-chancellor
which is found in Universities but absent in Colleges of Education and
polytechnics. As observable in the accompanying organogram, what obtains
in COEs is generally a 9-step hierarchy of management, starting from the
lecturer/officer post (The base) to the visitor (The apex), usually the
43
governor for State Colleges of Education (SCOEs), Minister of Education,
for Federal Colleges of Education (FCOEs). The functions of the hierarchy
usually cluster around two fundamental structures. These are the college
governing council (CGC) and the College Management Committee (CMC).
The Governing Council shoulders the responsibilities of deriving from
the planning dimension of management while the College management takes
care of administrative and supervisory aspects of educational management.
Both the (CGC) and (CMC) are normally assisted by a number of committee
Kontagora in Isyaku 2002, as well as by the staff and the student officers of
the institution.
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Fig. 1 ORGANOGRAM OF COLLEGE MANAGEMENT
Isyaku [2002]
Management is a process involving certain functions and work activities
that managers perform to achieve the goals of an organization. For instance,
Lucey [1997:91], that management has to make decision about:
Work of the organization - what it should be, how it should be
divided and organized and how the task should be coordinated.
The visitor
The Governing Council
College management Committee
The Provost
Deputy Provost
Principal Officers
Registrar Bursar Librarian Director of Works Director of Health
Head of Non Acad. Dept.
Individual staff/students officers
Deans of schools 1. Education, 2. Art & Sci. 3. languages.
4. Science 5. VTE
Heads of Acad. Depts
Lecturers
Head of Non Acad. Dept.
Individual staff officers
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People in the organization, who they should be, how they should
be treated and motivated, how they will be managed and led and
who does what
Structure of the organization, what will be the group/departments
and their relationship; how authority and responsibility will be
arranged as well as where decisions will be taken
Systems of the organization, what type of
information/communication system will be used.
Management requires information that is easily accessible, accurate,
timely, relevant, veritable complete and clear on which to base management
decisions. The management process usually consists of basic management
functions. These functions according to Ivancevich, Lovenzi and Slumer
[1994:14], are:
Planning: it is a management function that determines an
organization‟s objective and establishes the appropriate strategies
for achieving these objectives.
Organizing: Management function that assigns the tasks identified
during planning to individuals and groups within the organization
so that objectives set by planning can be achieved.
46
Leading: a function of managers by directing and motivating,
influence organization members to perform in ways that
accomplish organization objectives.
Controlling: A function of management that makes sure that
organization actual performance conforms to the performance that
was planned for it. A manager performs this function
simultaneously. Decision making which is an integral part of all
management tasks takes place within each of the management
functions.
College of Education Management is a highly practical activity
concerned with creating effective means to ensure that educational values,
goals and objectives are put into practices. Glatter et al [1998], asserted that
this activity involves the way goals and objectives are determined and
methods used to implement them and the results that are obtained.
Colleges of education in Nigeria come broadly under the following
management bodies.
Federal government (for federal colleges of education) through the
federal ministry of education
State government (for state colleges of education ) through the
State ministry of education
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Private owners (colleges of education). These are purely private
owned colleges of education.
Packwood as cited in Glatter et al pointed out that the purpose of
these management bodies is to ensure that the colleges are working
satisfactorily within their policies and prescriptions. A well designed and
developed information management system will enable data transfer
between these management bodies and the colleges for the purpose of
effectively and efficiently monitoring and evaluating the colleges.
College of education provost (manager) plans organizes, directs and
controls the allocation of human, material, financial and information
resources in pursuit of the goals and objective of the college. Clatter et al
(eds.) summarized the duties and responsibilities of a college provost as:
Formulate and gain approval for the college over all aims,
objectives, and policies implementation.
Establishes and modifies as required the college internal
organization, deploying financial and staff so as to implement
policies, maintain staff motivation and initiatives all within the
requirement of management bodies, policies and staff conditions of
services.
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Clarifies to individual staff members the contribution required of
them through provision of job description.
Establishes and maintains professional and performance standard
for staff of all kinds including the product of performance
appraisals and review.
Secures assistance and support from those whose activities and
support can contribute to the attainment of the college objectives.
Liaise with the management body which oversees the college.
To carry out these duties on a routine basis demands the keeping of
administrative records. The volume of the records to be kept and
retrieved makes the use of information and communication
technology an obvious application to opt for. One of the guidelines
made in line with education decree 16 of 1988 section 22-1 stipulates
that the following records should be kept for life in every college:
Certificate of registration or other such as law, decree, edict, or
gazette publication giving legal authority for the opening of the
college.
Admission progress and withdrawal register.
Punishment book
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Log book with up-to-date important and significant events in the
life of the college.
Inspection Report file, National Curriculum
Account Records
Stores and inventory records
College prospectus-updated periodically and spelling out
objectives of the college with.
(1) Joining instructions for new students
(2) Membership of the current college governing council
(3) A brief history of the college Admission policy
(4) Admission policy
Site-plan showing evidence of survey registration
And evidence of the college land.
Staff record – showing full current staff list including personal
details on each staff, especially registration number, qualification,
date of employment, deployment and current salary.
Students‟ record especially cumulative assessment and payment
records
Visitors‟ book etc.
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The complexity of the educational process and the college of
education management in particular has made the computerization of some
aspects of college management a necessity, Townsend [1996], observed that
the college provost‟s role has become increasingly complex; educational
recon-structuring and public demand for accountability are politicizing the
work of provost and at the same time provost have been advised to take a
large role in instructional leadership and be supportive and transformational
in their relationship with students, staff and parents.
The management of college of education should be able to gather data
from several different types of sources through the use of ICT, analyze them,
select the relevant ones and organize them in such a manner to allow
management make decisions based on the organized data. Ndukwe [2003],
pointed out that the ability to easily access and share information and
stimulate the creation of new ideas enhances good management.
Colleges of education deliver a lot of quantitative data to statutory
bodies such as Federal and State ministries of education and National
Commission for Colleges of Education (NCCE). The records that colleges
give to these bodies are often found to be inconsistent. This could be
probably due to the fact that colleges do not have databases whereby the
same quantitative data can be retrieved for the various bodies that need it.
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Theoretical Framework
Information Theory
In any intellectual society all professional practices according to Tita
[1991], are expected to hinge on vigorous intellectual frame work aimed at
advancing the attainment of the desired goals and objectives. Attempts to
arrive at information useful to others in considering the value of
management tools for effective and efficient performance of management
duties require some framework in which to think about the value process
Cooley and Lohyness, [1976]. It is in view of this, that the theory of
information in the theories of Human communication by Stephen and Little
[1923] provide a convincing framework for this investigative inquiry. This
theory involves the quantitative study of signals sent from senders to
receivers. It has practical applications in the electronic sciences of
communication that designs transmitter, receiver and codes to facilitate
efficient handling of information.
The primary contribution that draws information theory into a single
theoretical approach was that of Shannon and Weaver [1949], a
telecommunication engineer at Bell Telephone laboratories. His classic book
with warren weaver, the mathematical theory of communication is a basic
source of information theory.
52
Information theory is not concerned with meaning of messages, only
with their transmission and reception. This aspect of the theory is important
to this study because the college managers need the knowledge of the
transmission and reception of information to perform effectively and
efficiently in their management duties.
The basic model of the transmission in this theory which was
developed by Shannon and Weaver is as shown in fig 2 below:
Theory of Shannon and Weaver’s Model of Transmission
Sources: Shannon and Weaver [1949]
In this model, the source formulates or selects a message, consisting
of signs to be transmitted. The transmitter converts the message into a set of
signals that are sent over a channel to a receiver. The receiver converts the
signals into a message. This model can be applied to a variety of situations.
In the electronic arena, a television message is a good example, the
producers, directors and announcers are the source. The message is
transmitted by airwaves (channel) to the TV set, which converts electronic
waves back into a visual impression for the view. This model is also very
relevant to this study as the college managers who are the users of ICT
Infor Source
Transmitter Channel Receiver Destination
Noise Source
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facilities for the management of their college need to be acquainted with
effective transmission and conversion of information for effective use.
One important element in this model, noise, is any disturbance in the
channel that distorts or otherwise masks the signal. According to this model,
whether the message is coded into regular language, electronic signals, or
some other verbal or nonverbal code, the problem of transmission is the
same to reconstruct the message accurately at the destination becomes a
problem. This is very relevant to this study as the users of ICT facilities need
to know that noise is a big problem to the use of ICT facilities for college
management.
Another serious problem of this model is redundancy, in a message
Redundancy compensates for noise. As noise masks, distorts or replaces
signals, redundancy allows the receiver to correct or fill in the missing or
distorted data. College managers need to be aware of this problem as they
use ICT facilities in their management duties because according to this
model too much information at a time can mar the effectiveness of
information transmitted.
This model holds that channel capacity is another factor that limits
accurate transmission. Channel capacity here refers to the maximum amount
of information that can be transmitted over a channel in a given time period,
54
(for example, per-sic). The actual amount of information in the channel is
throughput. If the throughput exceeds the channel capacity, it also means
using a code with sufficient redundancy to compensate for amount of noise
present in the channel. If there is too much redundancy transmission will be
insufficient, if too little, it will be inaccurate. Therefore the college
managers who are the users of ICT tools should ensure that there is no too
much redundancy and too little so as to avoid passing inaccurate information
to their recipients.
Technology Acceptance Model
For the purpose of this study, the researcher considers a wider range
of supporting or preventing factors, relating these to the theory of Davis,
Bagozzi and Warshaw in Cox, Preston and Cox, [1999]. Davis et al
developed a theory of „action relating to reason‟ technology acceptance
model based on the work of Fishbein and Ajzen to investigate the reason
why some people use computer and their attitudes towards them. Their
model shown in figure 1, links perceived usefulness and ease of use with
attitude towards the use of ICT and actual use (system use). They tested this
model with 107 adult users, who have been using a managerial system for 14
weeks. They found that people‟s computer use was predicted by their
55
intention to use it and that perceived usefulness was also strongly linked to
these intentions.
Figure 3-Technology Acceptance Model (Davis, Bagozzi and Warshaw, 1998)
External variables: in Davis, Bagozzi and Warshaw‟s model, the external
variables represent the many influences on administrators which come from
outside their sphere of control. These will include:
The requirements of National Commission for Colleges of
Education (NCCET) or College guidelines.
Requirements of the college administrators‟ Training Agency‟s
ICT skills of new administrator.
The new college opportunities for the training of administrators in
the college.
The changes in the society with the rapid growth in the uses of the
internet and ICT in general.
College management policies on using ICT.
Perceived usefulness
External
variables
Attitude
towards use
Behaviour of
intention to use
Actual
system use
Perceived
ease of use
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Opinion of Colleagues
Responsibilities of the administrator
Pressure from teachers and students.
The influence of the Ministry of Education.
Although the above factors have been identified as very important
factors by researchers, the main focus of this study is on how
administrators perceive ICT contribution to their administrative practices,
and whether this is in conflict with their administrative beliefs. These
factors come within Davis et al’s perceived usefulness and perceived
ease of use components.
From previous studies there are a number of factors which have been
identified which relate to the perceived ease of use of ICT, which in this
case is for experienced practicing ICT users. The impact project Watson
[1993], and other studies identified a wide range of skills and competence
which administrators felt they needed in order to find ICT easy to use.
Some of these are given in below:
Positive and Negative factors influencing perceived ease of use
Positive Negative
(1) Regular use and experience of
ICT outside the office.
Difficulties in using
software/hardware
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(2) Ownership of a computer Need more technical support
(3) Confidence in using ICT Not Enough time to use ICT
(4) Easy to operate It is too expensive to use regularly
(5) Easy to access information Insufficient access to resources
(6) Can get help and advice from
colleagues
Does not give room to interpersonal
interactions
If administrators see no need to question or change their
administrative practices then according to Cox et al [1999], in their study of
“users” attitude to ICT”, they are unlikely to adopt the use of ICT. However,
if they perceived ICT to be useful to them, their administrative performance,
then according to the empirical evidence of previous studies of Cox, Preston
and Cox [1999] they are more likely to have a positive attitude of the use of
ICT in management practices. In the researcher‟s review of literature, a
number of factors which will contribute to administrator‟s perceived
usefulness of ICT are identified as given 2 below.
Positive Negative
- makes my work more interesting Makes my work boring
- Makes my work faster Makes my work different
- Has improved access of information and Reduces workers motivation
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data
- Gives me more prestige Impair better administration performance
- Makes my administration more efficient Make my administrative inefficient and
unproductive
- Gives me more confidence It is not enjoyable
Administrators‟ attitude to many of these factors will depend upon
how easy they perceived using ICT to be on a personal level as well as for
administrative practices in the offices.
According to Davis et al‟s technology model shown in figure 1, the
more positive the responses to the above factors of perceived usefulness and
perceived ease of use, then the more positive the attitudes of administrators
will be to the use of ICT and the more likely they will be to use ICT in their
administrative practices. The major aim of this research is to evaluate the
reliability of this model using college administrators who have integrated
ICT in their management practices, and to find out which of the factors are
considered to be important to the sampled administrators.
Scientific Management Theory of Educational Administration
The theory that is relevant to this study is the scientific management
theory of Fredrick Winslow Taylor [1856 – 1915], Aaver [2006]. Fredrick
W. Taylor was one of the early practical manager theorists. He was born in
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Boston, Massachusetts in 1956, spent the greater part of his life working on
the problems of achieving efficiency on the shop floor. The solutions he
came out with were based directly on his own experience at work, initially
as a shop floor worker himself and later as a manager.
Taylor began his career as an apprentice in engineering. He later moved
to the Midvale steel company, where he consolidated his ideas and
conducted some of his most famous experiments in improving labour-
productivity. Taylor was keen to pass on his ideas to others, which he
achieved through his writings. Most notably “The principles of Scientific
Management” published in 1911.
Taylor‟s main ideas in his writings were the need for proper work,
methods and standard derived from scientific study of each job and
requirements. He therefore believed that the remedy for curing insufficiency
in job performance lay in scientifically designed jobs. According to
Eneasator and Nduka, much of Taylor‟s research was focused on the
following ideas:
Improvement of work tools
Analysis and innovation of work tools.
Enforced method standardization of work method.
Enforced cooperation
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Another important component of the scientific theory according to
Aaver [2006] is the classical theory of management presented by Henry
Fayol 1841 – 1925. Fayol‟s principles of management complemented that of
Fredrick Taylor. He advocated the efficiency cut aimed at increasing
productivity of workers. Unlike Taylor, Fayol concentrated on top
management (college provost and their deputies) and work downwards to
the lowest organization members, Aaver, [2006].
Fayol defined administrative or management behaviour that is the
functioned element of administration tasks as follows:
To plan-means to study and arrange the plan of operations.
To command, to ensure that the staff do their work.
To coordinate-means to unite and correlates all activities.
To control – means to see that everything is done in accordance to
the rules and instruction laid down, Aaver [2006].
The contribution of Fayol in this theory is very relevant to this study as the
managers of Colleges of Education are expected to perform some
administrative functions such as planning, directing coordinating and
controlling their staff with the use of information and communication
Technology facilities available to them.
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According to Daft, [2005], other contributors of scientific
management theory are Gullick and Urwick [1937]. In 1937, Urwick and
Gullick became more sophisticated in their analysis and approach. The
worked more on Fayol‟s elements of administration/management and
provided more articulate and up to date principle of management.
In Daft [2005], Gullick in answer to the question, “what is the work of
the Chief Executive?” responded with the following acronym; POSDCORB.
The acronym depicted seven administrative procedures: planning,
organizing, staffing, directing, coordinating, reporting and budgeting. These
functions overlap and the performance of one cannot be really separated
from the other. In this sense management can be viewed as a composite
process. The contribution of Gullick and Urwick [1937], spells out clearly
the management functions of the managers of Colleges of Education which
necessitate the use of ICT facilities for effective and efficient performance of
the duties
Nongo, [2005] observed that a more complete function of a college
manager, however, should include “evaluation” from the perspective the
acronym POSDCDRB should become “POSDCORBE” where the letter „E‟
represents evaluation. This is because the reporting function of College
administrator, does not embrace the function of evaluation. Consequently,
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reporting should be viewed as an aspect of evaluation thus why Gullickian
acronym has been extended to “POSDCORBE”. This fully describes the
scope of management duties.
The implications of “POSDCORBE” to educational system according
to Daft [2005] are: planning, this involves a definition of objectives and
goals. It is a process as well as orienting the institution towards goals so, in
colleges of education the provosts set out in advance with the use of ICT
facilities with a pattern activities and actions that are supposed to bring
about the attainment of intended college goals. To determine what is to be
done, the college administrators or managers cover a number of decisions
related to the classification of college‟s policies that will help to realize the
goals. They finally set out programmes and specific methods and procedures
of implementation. For example in college of education, the deputy provost
academics or the college examination officer plans the time-table. In doing
this, the people concern need the use of ICT facilities for effectiveness and
efficiency of their job.
Organizing is the process of determining the activities to be
performed in order to achieve the objectives of the institution. It is through
organizing that the management task of the institution are subdivided and
then related and arranged to create an operating unity. Organizing entails the
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grouping of activities in an inter-related manner, assigning these
responsibilities and assembling the resources. For instance, the sport director
of the college of education could be charged with the responsibility of
reorganizing inter-house Athletics competition.
Directing refers to motivating, influencing, guiding, or stimulating the
action of people towards the attainment of the desired organizational
objectives. In this sense, directing is part of supervision.
The act of coordination is also important in our college systems.
Coordination refers to the process of bringing related activities together. The
larger the college, the greater is the need for coordination; coordination is
therefore necessary in all areas of the college if the college manager is to
provide effective leadership.
Reporting is to keep the executive informed as to what is going on.
Budgeting relates to all that goes with budgeting in the form of fiscal
planning accounting and control.
Evaluation, here the role of the college administrators also involves
evaluating staff and students. They report on the performance of teachers,
support staff and students. To do these effectively, they need to monitor the
activities of their subordinates and clients. Supervision is also inclusive in
the duty of the college manger in evaluation.
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The scientific theory of Taylor 1815-1956, Fayol , Gullick and
Urwick, [1937] appears more appropriate and is employed in this evaluative
study of availability, adequacy and utilization of ICT facilities for the
management of colleges of education in the North central zone of Nigeria.
The reason for the choice of this theory is in agreement with Nongo [2005],
who agreed that Taylor‟s idea of provision of appropriate tools and materials
to the workers is relevant to colleges of education. Provosts students,
workers; academic and non academic need to be provided with necessary
up-to-date equipment in order to promote their work, for example, students
need computers and internet services for their on-line registration and
payment of school fees. Bursars and finance clerks need computers and
counting machines to facilitate the payment of staff salaries, library workers
need computer and internet to access and source software for teacher and
students use, academic heads of departments need computers and scoring
machines to process students‟ results, students and teachers need projectors
to present their seminars and defense, college provosts need telephones,
radios and public address system for the dissemination of information to
their staff, students and the public.
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Finally, another contribution of this theory to this study is the
specification of the administrative duties of the provost of college of
education by Nongo which include:
Planning, organizing, selecting, directing coordinating, organizing, reporting
budgeting and evaluation.
Evaluation Models
Several tactics and strategies have been adopted by evaluators in
evaluating social actions programmes such as welfare, science, health and
education. These tactics and strategies are called models. A model according
to Bello and Okafor [1997], therefore, is a system or a working mechanism
with which curriculum or project evaluation operates based on the purpose
in which evaluation is focused. It shows the component and structures of
evaluation and how these are interrelated in bringing about a specific intent.
To Okoro [1991], an evaluation model may be regarded as a set of steps or a
system of thinking which if followed or implemented will result in the
generation of information which can be used by decision makers in the
improvement of education programmes/projects. According to him,
evaluation models are a great help to evaluators because they provide a
general guide, which can be adopted or modified to suit specific
66
programmes or project being evaluated. Examples of such models are as
discussed below:
Management Model of Evaluation
The basic idea of the management model is that the evaluator‟s job is
to provide information to management to help them in making decisions
about programs/projects. The evaluators‟ job is to serve managers (or
whoever the key decision makers are).
According to Payne [1994], one popular management model today is
Michael Patton‟s utilization Focused Evaluation. In this model, Patton
basically wants evaluators to provide information to primary intended users,
and not to even conduct an evaluation if it has little or no potential for
utilization. He wants evaluators to facilitate use as much as possible.
Patton‟s motto is to “focus on intended use by intended users”. He
recommends that evaluators work closely with primary intended users so
that their needs will be met. This requires focusing on stakeholders‟ key
questioning issues and intended users in the interpretation of the findings
and then disseminating those findings so that they can be used. One should
also follow up on actual use. It is helpful to develop a utilization plan and
outline what the evaluator and primary users must do to result in the use of
67
evaluation findings. Ultimately evaluation should according to Patton be
judged by their utility and actual use.
Scriven’s Goal Free Evaluation Model [1972].
Scriven [1972], while recognizing the pitfalls of the goal-free
evaluation opines that evaluation should anchor not on already intended
goals but also on the evaluator identifying and collecting relevant data that
would enable him appraise the total consequences of the evaluated
project/curriculum without reference to any pre-set goals which may blur his
objectivity. According to Scriven while evaluation can play many roles in
education (such as in accountability studies project development or teacher
education programmes) the evaluation process has only one functional goal,
that of determining the worth or merit of something.
He made a distinction between formative evaluation (evaluation used
to improve a program/project while it is still fluid by providing feedback to
the developer) and summative evaluation (evaluation of a completed product
at the potential consumer). To him, understanding the distinction between
this two evaluation roles will help the evaluator to delineate the methods,
which may be appropriately used in any evaluation study.
It is most appropriate, as Scriven has suggested assigning the
formative evaluation task to a professional evaluator who is a regular part of
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the project/program being evaluated a person internal to the organization,
someone who knows the details of the project. On the other hand, it is
essential that a disinterested unbiased professional evaluator from outside
the programme/project brought in as the summative evaluator. The reason
for using an external evaluator for summative evaluation studies is that
consumer of the evaluation reports must be assured that the evaluation was
done by an independent person and that no “white wash” or favourably
biased report was written, Worthen and Sanders [1973]. Thus Screiven
suggested credibility as a critical criterion in judging an evaluation report.
Empirical Studies
(iv) Studies on Availability of ICT facilities
(v) Studies on adequacy of ICT facilities
(vi) Studies on utilization of ICT facilities
The empirical review was done under the following headings:
Availability, Adequacy and Utilization.
Availability
Iparen [2006], reported that Chukwoaku investigated the Record
Management Information Technology Resources available to commercial
banks in Owerri. The study was designed to determine the information
technology resources for managing records in commercial banks in Owerri
69
Municipal Council. The four research questions used sought to determine the
form of data how records are processed, the facilities and resources for
managing records. The population of the study (which consisted the sample)
was 69 staff in the banks surveyed.
Copies of questionnaires were used for data collection while means
scores were used for analysis. The results of the study showed that the forms
in which data were found include: texts graphic, drawings and those records
were produced manually and electronically. The result also showed that
Usenet, teleworking and conferency were not available. In view of this, this
study intends to appraise the extent of availability of ICT facilities in the
management of Colleges of Education in the North Central Geo-Political
Zone of Nigeria.
In another study, Ifukor, Omogo [2006], conducted a research on the
effect of Information Communication Technology on Banking, a study of
three commercial banks in Delta State. The design of this study is
descriptive in nature. The population of this study is made up of bank
officials and customers who were in the bank as the time the researcher
visited the banks. The instruments used for data collection were
questionnaire and unstructured interview.
70
Forty copies of questionnaires were structured and distributed.
Afribank had 12 copies, Zenith bank 10 copies, and First Bank 18 copies.
The data collected were analysed using simple percentage. The findings of
this study revealed that all the banks have computer system, they are on-line,
they have facsimile facilities and ATM. Moreover, all the banks have GSM
phone respectively. It was also discovered from the findings that all the
respondents in the three banks used attested to the fat that because of the
availability of these ICT facilities in the operations of the banks, transactions
in the bank have greatly improved. Based on the above findings, this study
intends to appraise the exert of the availability of ICT facilities in the
management of COEs in the North Central Geo-Political Zone of Nigeria.
Adequacy
Gambari and Adaeze [2007] conducted a study on availability and
utilization of Information Communication Technology (ICT) facilities in
higher institutions in Niger State Nigeria. Three Federal Government owned
tertiary institutions in Niger State were randomly selected for the study. One
hundred and fifty lecturers participated in responding to the questionnaire.
They cut across all the departments within the institutions. The instrument
used for this study is a 35-items questionnaire designed by the researcher.
71
Data collected were from 150 lecturers from the three higher
institutions and the data were analyzed using description statistics, ANOVA
to assess the difference between groups of lecturers. Analysis was conducted
at 0.05 level of significance. In their findings, it was discovered that there
are inadequate ICT facilities and equipment for teaching and learning work
in all levels of tertiary institutions. Based on this finding, this study would
like to appraise adequacy of ICT facilities in the management of COEs in the
study area.
Yaku and Obe [2006] carried out a study on Information and
Communication Technology and Guidance Counselling education in Jos
North Local Government Area of Plateau State. The target population of this
study were all the 200 secondary school tutors and students in Jos North
Local Government Council. The students and lecturers in the Department of
Computer Science, University of Jos were also targeted for this study. Four
hundred respondents were selected for the study, 200 male and 200 female
to avoid gender bias.
Four research questions and three hypotheses were formulated and
tested in this study. Stratified random sampling technique was used in
selecting four hundred respondents for the study. Purposive sampling was
used to select school administrators and the lecturers. The main instruments
72
for data collection were questionnaire and unstructured interview. From the
finding of the study, it was discovered that shortage of manpower, ignorance
of policy makers, inability of the machines to respond in human manner and
the loss of vital information have been overwhelming phenomena in the use
of ICT facilities. In view of this, this study intends to appraise the level of
adequacy of ICT facilities in the management of Colleges of Education in
the North Central Geo-Political Zone of Nigeria.
Utilization
Iperen [2006] carried out a study on the assessment of the
effectiveness of Information and Communication Technology in the
management of secondary schools in Makurdi Local Government Area in
Benue State. The research design for this study was survey. The area of
study is Makurdi Local Government Area of Benue State.
The population of the study were all the management staff in all the
secondary schools in the area. There are 45 secondary schools in the area
with 540 management staff, including the school principals. Simple random
sampling was used to sample 18 schools out of 45 secondary schools. One
hundred and eight (108) management staff which form 20% of the target
population were selected for the study.
73
The instrument used for this study was a structured questionnaire
titled Information Technology Impact on Secondary School Management
(ICT-ISSMD). Personal observation was also used for assessment of visible
ICT facilities. The researcher used Likert + 5-point to measure the responses
of the subjects. The possible responses given were absolutely necessary, (4)
very useful (3) useful 2, somehow useful (1) not useful (0). The data
collected were analysed using correlational statistics. The finding of this
study showed that computers has a positive contribution towards the
production of students‟ enrolment, production of memo letter and circulars,
positive contribution to the production of students‟ dossiers. Another finding
of this study showed that computer facilitates students‟ admission and
registration processes. The finding of the study also showed that computer
facilitates students‟ continuous assessment, school time table, marking and
grading multiple-choice questions, contributes in providing a data base
information that could aid in taking managerial decisions.
However, the findings of this study reveals that computer does not
facilitate students‟ admission and registration processes and that computer is
not put into use for compilation of financial report and the retrieval of
students‟ records. Also the result of this study showed that students used
Internet to pay school fees but not used by the school management to publish
74
admission vacancies. No school manager uses Internet to download
information for management tasks. To this finding, internet is only adopted
as a means of advertisement for recruitment. This makes it impossible for
school community to make use of e-mail to communicate to the outside
world. In view of this, this study intends to appraise the extent of utilization
of ICT facilities in the management of Colleges of Education in the study
area.
In another study, Nkanu, Obaje and Obi [2007] undertook survey
study of the extent of use of e-mail in Nigerian university libraries. The
population of the study was all the Federal University Libraries in Nigeria.
Stratified random sampling method was used in selecting the 13 Federal
University Libraries that constitute the sample for the study. A total of 500
respondents duly completed the questionnaire. The questionnaires used in
data collection were received from 415 Librarians and 175 Library support
staff. Simple percentage was used to analyse the magnitude of response with
respect to the extent of use; while chi-square (x2) analysis was used to test
the null hypotheses at 0.05 level of significance with respect to whether the
extent of use of e-mail among university libraries is or is not contingent
upon a particular university.
75
In one of their findings, it was discovered that although Nigerian
university libraries regularly and occasionally use e-mail services, the extent
of the provision of library information services is contingent upon a
particular university as it affects these universities. Based on the above
findings, this study intends to appraise the utilization of ICT facilities in the
management of both Federal and State COEs in the North Central Zone of
Nigeria.
In another related study carried out by Olatokun [2007] on adoption
and use of ICTs in Nigerian manufacturing industries. The research design
adopted in this study was survey. The population of the study consisted of
one hundred and twenty (120) manufacturing industries in Lagos and
Ibadan. Sixteen and six manufacturing industries respectively were
randomly selected from Lagos and Ibadan that have adopted ICTs. Out of
these 72 are located in Lagos and 30 in Ibadan. Sixteen and Six
manufacturing industries respectively were randomly selected from Lagos
and Ibadan, the two cities that constitute the study locations. Questionnaire
was the instrument of data collection. Twenty-two (22) copies of the
questionnaire were administered on the selected organizations.
Descriptive statistics, frequency and percentage distributions were the
analytical tools adopted. Findings revealed that ICT adoption and use is
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relatively high in the manufacturing sub-sector though there is a relatively
low level of adoption and use of related manufacturing technologies. On the
extent of use of ICTs and manufacturing technologies the respondents were
asked to rate the extent of usage of identified ICTs using the following scale,
not at all, rarely, occasionally, very often and always. The findings revealed
that generally, most of the ICT facilities such as cellular phone, photocopies
network computers, telephone and printers were rated as being used
regularly. The high degree of usage of these ICT facilities could be
attributable to the fact that they are very necessary in data processing. In
view of the above finding, this study intends to evaluate the extents of
utilization of ICT facilities in the management of Colleges of Education in
the study area.
Also in another study carried out by Gambari et al [2007] to assess the
utilization of ICT facilities in higher institutions in Niger State, Nigeria
Three Federal Government owned tertiary institutions in Niger State were
randomly selected for the study. One hundred and fifty lecturers participated
din responding to the questionnaire. They cut across all the departments
within the institution. The instrument used for this study is a 35-item
questionnaire designed by the researcher. Data collected were 150 lecturers
from the three Federal higher institutions and the data were analyzed using
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descriptive statistics, ANOVA to assess the difference between groups of
lecturers. Analyses were conducted at 0.05 level of significance. The finding
of the study disclosed that the available ICT facilities were not effectively
utilized for learning, research and information services in the university.
Based on the above finding, this study intends to appraise the extent of
utilization of ICT facilities in the management of Colleges of Education in
the study area.
Summary of Literature Review
The review was done under the following major headings: conceptual,
theoretical and empirical studies. The concept reviewed includes evaluation,
ICT and its components, management of colleges of education. The review
identified some ICT components or facilities that could be used in the
management of colleges of education as: computers, the internet, the e-mail,
news groups, facsimile (TAX), world wide web (www), the radio, the
television, telephone and satellite. The conceptual review also identified
some college of education management functions that college manager and
his staff can use ICT facilities to perform to enhance efficiency and
productivity. These functions include planning. This determines the college
objectives and establishes the appropriate strategies for achieving these
objectives. Another function is organizing. This assigns the tasks identified
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during planning to individuals and groups within the organization so that
objectives set by the planning can be achieved. Other management functions
identified in the review that college manager can use ICT facilities to
perform include leading, controlling, evaluating and reporting.
The theories reviewed in this study include system information theory
which involves the quantitative study of signals sent from senders to
receivers. It has practical applications in the electronic sciences of
communications that designs transmitters receiver and codes to facilitate
official handling of information by the users especially college of education
administrators.
Another theory reviewed under this heading is the Technology
Acceptance Model by Davis et al [1999]. This model was to investigate why
some people use computer and their attitude towards it. The model links
perceived usefulness and ease of use with attitude towards the use of ICT
and actual use (system use). The main focus of this model is on how
administrators perceive ICT contribution to their administrative practice, and
whether this is in conflict with their administrative beliefs. This theory is
relevant to this study as it intends to appraise the extent of utilization of ICT
facilities in the management of Colleges of Education in North Central Zone
Nigeria.
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Also the scientific management theory of education by Fredrick
Taylor was reviewed for this study. Taylor‟s main idea in his theory that is
relevant to this study is the need for proper work methods and standard
derived from scientific study of each job and requirements. Taylor‟s idea
that work tools should be improved for workers, productivity and efficiency
is very relevant to this study as this study aims at evaluating availability,
adequacy and utilization of ICT facilities in the management of Colleges of
Education in the study area. Another area of the scientific theory that is
relevant to this study is the management job specification by Nongo [2005]
which makes administrative procedures explicit to the college managers.
The study also reviewed evaluation and evaluation models which
include: management model of evaluation by Payne [1994], and Scriven
Goal-Free evaluation model. This study has adopted management and
Scriven Goal-Free evaluation models for this study. The study made use of
the minimum standard given to the Colleges of Education in Nigeria as a
benchmark to guide the study. The aim of this study is to appraise the
situation with regard to availability, adequacy and utilization of ICT
facilities and through the findings, make recommendations to the
stakeholders of Colleges of Education in Nigeria for appropriate actions.
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The study further reviewed some related empirical studies carried out
on the availability, adequacy and utilization of Information and
Communication Technology facilities in banks, universities, secondary and
university libraries respectively. Finally this study is unique in the sense that
it provides answers to some questions about availability, adequacy and
utilization of ICT facilities in the management of Colleges of Education in
the North Central Geo-Political Zone Nigeria. As the researcher observed,
results of studies carried out in various organizations such as universities,
banks, secondary schools and university libraries provided answers to
questions as ICT affected the management of such organizations but in order
to fill the gap, this study provides answers to ICT questions on the
availability, adequacy and utilization of ICT facilities in the management of
Colleges of Education in the study area. This area of the study makes it
unique and different from other studies previously done on ICT.
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CHAPTER THREE
RESEARCH METHOD
The chapter is a description of the procedure employed in carrying out
the study. The sub-section includes Research Design, Area of the Study,
Population of the Study, Sample and sampling techniques, Instrument for
data collection, Validation of instrument, Reliability of instrument,
administration of the instrument and Method of data analysis.
Research Design
This study used survey research design. According to Emaikwu
[2006], a survey research is one in which a group of people or items is
studied by collecting and analyzing data from a few people or items
considered to be representative of the entire group. This design is adopted
since the study is to find out the opinion of people on ICT in College of
Education Administration, the available ICT facilities for COE management,
the extent of adequacy of ICT facilities in COE management and the
available ICT facilities being utilized in COE management.
Area of the Study
The area of study of this research covered all the Federal and State
Colleges of Education in the North Central Geo-Political Zone of Nigeria.
The colleges include Federal College of Education, Okene; Federal College
82
of Education, Pankshin; Federal College of Education, Kontangora; Federal
College of Education, Zuba and all the States Colleges of Education in the
Zone. All together there are 11 Colleges of Educations [JAMB Brochure
2007]. The States that make up the North Central Zone include Benue,
Nassarawa, Plateau, Niger, Kwara, Kogi and the Federal Capital Territory,
Abuja.
Population of the Study
The population of this study consisted of all the administrators in the
eleven (11) Colleges of Education (both federal and State) that use ICT in
the management of COEs in the North Central Zone of Nigeria. Precisely, a
total of 630 Administrators ranging from the Provosts, Bursars, Chief
Librarians, Deans, Academic and Non Academic HODs and Confidential
Secretaries in the Colleges of Education made up the population of this
study. The distribution of the administrators from each College of Education
in the study area is shown in the table under appendix 2.
Sample and sampling Techniques
The sample for the study consisted of three hundred and thirty (330)
College administrators proportionately drawn from the Colleges of
Education (both federal and state) in the North Central Zone Nigeria. The
proportionate stratified random sampling according to Nworgu [2003], is
83
where the population is first categorized into groups that are distinctly
different from each other on relevant variables and in which the elements are
drawn at random from within stratum in such a way that the relative
proportion of the strata in the resultant sample are the same as there exist in
the parent population. The summary of the sample distribution according to
each College of Education in the North Central Zone of Nigeria is presented
in the table under appendix 3.
Instrument for Data Collection
The instruments for data collection were questionnaire titled
Questionnaire on Evaluation of Information and Communication
Technology Facilities (QEICTF) and unstructured oral interview which was
administered on top management staff such as: the Provosts, Bursar, Chief
Librarians, Deans, Academic and Non-Academic Heads of Departments and
Confidential Secretaries in Colleges of Education. The questionnaire was
developed after extensive review of literature. The instrument consisted of
ninety-three (93) items. Each item has a four point scale of 4,3,2 and 1
respectively with responses made (always available, sometimes available,
rely available and not available, for availability), (very adequate, adequate,
not adequate, and very inadequate for adequacy), (always in use, sometimes
in use, rarely in use, and never in use for utilization).
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The questionnaire was divided into four sections. Section A dealt with
personal data of Provosts, Bursar, Chief Librarians, Deans, Academic and
Non-Academic Heads of Departments and Confidential Secretaries in
Colleges of Education. Section B dealt with availability of ICT facilities in
college management with 31 items, section C and D dealt with adequacy and
utilization of ICT facilities and they have 31 items respectively.
Validation of Instrument
The instrument was subjected to face validation. According to Ohuche
and Akeju [1977] face validation is the appropriateness of a test as viewed
by experts in that field of study. Therefore to determine the face validity,
five copies of the instrument were given to five evaluators, two copies of the
questionnaire were given to experts in Information Technology. Experts in
Educational Administration and experts in Measurement and Evaluation in
University of Nigeria, Nsukka, University of Agriculture Makurdi and
Benue State University. The validators were requested to check the
appropriateness of the items‟ content coverage, clarity of language and
suitability of the items. Based on the recommendations of the experts,
necessary modifications were made. For instance, some items were dropped
based on the comments of the experts. The instrument was further subjected
to pilot testing in order to establish its reliability and further improve on it.
85
The modifications have to do with the responses to the items on the
questionnaire instead of available it was modified to rarely available, Not
available to never available. On utilization responses; often in use was
modified to sometimes in use, occasionally in use was changed to rarely in
use. Item 32 which has to do with ICT technical staff was expunged from the
questionnaire content. The letter of validation is in appendix 5.
Reliability of the Instrument
Fifty (50) copies of the questionnaire were distributed to 50 subjects
who are COE Administrators. Twenty five copies were distributed to
administrators in Federal College of Education Obudu, Cross River State,
and twenty five copies of the instrument were also distributed to
administrators in College of Education, Kafanchan, Kaduna State. The data
collected were used to determine the reliability of the instrument.
The reliability of the instrument was determined using Cronbach
alpha. Cronbach coefficient alpha method of estimating reliability was
developed by Cronbach in 1951, and is a generalized method of estimating
internal consistency. Coefficient alpha provides reliability estimates or tests
composed items scored dichotomously and non-dichotomously or attitude
scales that provide responses on a continuum of always available, sometimes
available, available, and not available. The reliability cluster of each of the
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variables was found as follow: Availability – .853, Adequacy - .856 and
utilization .850. The reliability coefficient for the entire instrument was .853,
indicating that there is high consistency in the items measured. The detail of
the analysis is shown under the appendix 4.
Method of Data Collection
Three hundred and thirty (330) copies of structured questionnaire
were administered by the research assistants drawn from the eleven colleges
of education in the North Central Zone sampled. The research assistants
were all staff within the administrative section of the institutions. The choice
of these assistants was as a result of the vastness of the geographical
locations of the study area. This was done by the researcher to facilitate easy
and high return rate of the questionnaire. However some key administrators
the researcher booked interview with were too hard to be seen as some
traveled out of their station and some were reluctant to grant audience to the
researcher and the research assistants. Out of the 330 copies of questionnaire
administered, 300 copies were duly responded to and returned for this study.
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Data Analysis
The three research questions posed were answered using descriptive
statistics, mean to determine the extent of ICT facilities‟ availability,
adequacy and utilization based on mean average as shown below.
Mean Average
Decision Rule
Availability Adequacy Utilization
3.50-400 Always Available Very adequate Always in use
2.50-3.49 Sometimes
Available
Adequate Sometimes in
Use
1.50-2.49 Rarely available Not adequate Rarely in use
0.50-1.49 Never available Very inadequate Never in Use
The hypotheses formulated for this study were tested at 0.05 level of
significance using independent t-test and standard deviation. In each case,
where the calculated value is greater than or equal to the table value at 0.05
level of significance and degree of freedom, the null hypotheses of no
significance was rejected. If on the other hand, the calculated value was less
than the table value at the same level of significance and degree of freedom
the null hypothesis was accepted.
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CHAPTER FOUR
RESULTS
This chapter presents the data, the interpretation and the result of the
study. Three hundred and thirty questionnaires were given out but three
hundred responded to the questionnaire. Therefore, this study made use of
three hundred responses from both federal and State Colleges of education in
the North Central Zone Nigeria. The analysis and interpretation were based
on the responses of three hundred respondents. The data collected were
analysed, interpreted and presented in table forms.
89
Research Question One: What is the extent of availability of ICT facilities
in colleges of education in the North Central Zone of Nigeria?
Table I: Responses on the Availability of ICT facilities in COEs in the North
Central Zone of Nigeria. ICT Facilities Mean
Response
Decision
1. College Information System
2. Desktop Computer
3. Laptop Computer
4. Departmental Computer Library
5. Scanning Machine
6. Printing Machine
7. Photocopying Machine
8. Internet
9. Satellite disc for global information
10. Departmental e-mail services
11. Internet Phone
12. College Cyber Café
13. College World Wide Web (www)
14. College Virtual Library
15. Digital Satellite Television (DSTV)
16. Close Circuit Television (CCTV)
17. Audio Tape Player
18. Digital Camera
19. External Telephone Lines
20. Counting Machines
21. Multimedia Classroom
22. Radio set
Grand Mean
2.82
2.95
1.99
2.21
3.12
3.40
2.86
3.34
2.17
2.25
1.94
3.00
2.04
2.11
2.29
2.10
3.07
2.15
2.11
1.50
1.83
2.57
2.12
SA
SA
RA
RA
SA
SA
SA
SA
RA
RA
RA
SA
RA
RA
RA
RA
SA
RA
RA
RA
RA
SA
RA
Source: Field Survey 2010
Key: AV – Always Available; SA – Sometimes Available; RA- Rarely Available; NA -
Never Available
The results of Table 1 indicate that no item mean falls within the always
available range. However there are nine (9) items in the sometimes available range
while 13 items fall under rarely available and nine items in the never available
range respectively. The over all mean of 2.12 indicates that the mean availability
of all items is simply rarely available. This shows that most of the respondents
agreed with the items statement that ICT facilities are rarely available in the
management of the Colleges of Education in the North Central Zone of Nigeria.
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Research Question Two: What is the level of adequacy of ICT facilities in
colleges of education in the North Central Zone of Nigeria?
Table II: Responses on the Adequacy of ICT facilities in COEs in the North Central
Zone of Nigeria.
ICT Facilities Mean Response Decision
1. Desktop Computer
2. Printing Machine
3. Photocopying Machine
4. Internet
5. College World Wide Web (www)
6. Audio Tape Player
7. Radio set
3.23
3.39
3.02
2.53
3.01
2.98
2.08
A
A
A
A
A
A
A
Source: Field Survey 2010
Key: VA – Very Adequate; A – Adequate; NA – Not Adequate; VI – Very inadequate
Results of table two indicate that only 7 items fall within the adequate
range. The over all mean shows that entire response in the colleges of education in
the North Central Zone Nigeria is not adequate. This shows that most of the
respondents agreed that ICT facilities are not adequate for management of COEs
in the study area.
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Research Question Three: What is the extent of utilization of ICT facilities in the
management of colleges of education in the North Central Zone of Nigeria?
Table III: Responses on the Utilization of ICT Facilities in COEs in the North
Central Zone of Nigeria.
ICT Facilities Mean Response Decision
1 College Information System
2 Desktop Computer
3 Laptop Computer
4 Departmental Computer Library
5 Computer networking
6 Scanning Machine
7 Printing Machine
8 Photocopying Machine
9 Internet
10 Satellite disc for global information
11 Departmental e-mail services
12 Internet Phone
13 College Cyber Café
14 College World Wide Web (www)
15 Digital Satellite Television (DSTV)
16 Audio Tape Player
17 Digital Camera
18 External Telephone Lines
19 Multimedia Power Point Projector
20 Counting Machine
21 Radio set
22 Public Address System
Grand Mean
1.88
2.50
2.02
1.66
1.73
1.97
2.99
3.09
2.25
2.32
2.40
1.61
2.56
2.86
2.49
2.24
1.77
2.23
1.60
1.69
2.65
2.31
1.90
RU
SU
RU
RU
RU
RU
SU
SU
RU
RU
RU
RU
SU
SU
RU
RU
RU
RU
RU
RU
RU
RU
RU Source: Field Survey 2010
Key: AU – Always in use; SU – Sometimes in Use; RU – Rarely in Use; NU – Never in
Use.
Table Three reveals that no item has a mean value within the range of
always in use or utilized yet only 6 out of 31 means are for sometimes in
use. Nevertheless, 16 items fall in the range of rarely in use while 9 items
fall under never in use. The over all mean for utilization of ICT facilities in
colleges of education in the study area falls within rarely in use range (1.90).
This shows that most of the respondents agreed that ICT facilities are rarely
92
utilized in the management of Colleges of Education in the North Central
Zone of Nigeria.
Hypothesis One: There is no significant difference between the mean
ratings of administrators of State and Federal colleges of education, with
regard to availability of ICT facilities in them.
Table IV: t-test of mean scores of federal and State COEs as regards
availability of ICT facilities.
Type of
Institution
N Mean Standard
deviation
DF tcal tcritical Lev Decision
Federal
COEs
128 2.29 0.66 298
3.94
1.96
P>.05
Significant
State COEs 172 1.97 0.71
DF = 298, p>.05
The result revealed that the State COEs scored a mean of 1.97 while
Federal COEs out scored 2.29, showing that difference exist the way ICT
facilities are available in Federal and State COEs. The SD of 0.71 recorded
for the State COEs shows wider range of availability compared to 0.66 for
the Federal COEs had lower score of 0.65 with an observed t=3.94 at 298
degree of freedom was significant at p<.05. The null hypothesis is therefore
rejected hence we conclude there is a significant difference between the
mean ratings of administrators State and Federal COEs as regards
availability of ICT facilities.
93
Hypothesis Two: There is no significant difference between the mean
ratings of administrators of State and Federal colleges of education as
regards the adequacy of ICT facilities in these colleges.
Table V: t-test of significant difference between two mean scores of
Federal and State COEs as regards adequacy of ICT facilities in them.
Type of
Institution
N Mean Standard
deviation
Df tcal tcritical Lev. Decision
Federal COEs 128 2.33 0.60 298 5.04 1.96 p>.05 Significant
State COEs 172 1.94 0.70
DF = 298, p>.05
The result revealed that the State COEs scored a mean of 1.94 while
Federal COES out scored 2.33, this shows that difference exist the way ICT
facilities are adequate in Federal and State COEs. The SD recorded for the
State COEs is 0.70 showing a wider range of level of agreement with the
items whereas the Federal COEs had SD of 0.60. The calculated t=5.04 is
greater than the critical value of 1.96 at degree of freedom of 298 and 0.05
level of significance under two tailed test, hence the null hypothesis is
rejected in favour of the alternative that there is a significant difference
between the mean ratings of administrators of State and Federal COEs as
regards adequacy of ICT facilities.
94
Hypothesis Three: There is no significant difference between the mean
ratings of administrators of State and Federal colleges of education as
regards the utilization of ICT facilities in these colleges.
Table VI: t-test of significant difference between two mean scores of
federal and State COEs as regards utilization of ICT facilities in them.
Type of
Institution
N Mean Standard
deviation
Df tcal tcritical Lev Decision
Federal COEs 128 2.15 0.61 298 3.08 1.96 p>.05
Significant State COEs 172 1.91 0.71
DF = 298, p>.05
The result in table six reveals that the State COEs scored a mean of
1.91 while federal COEs out scored 2.15, this shows that difference exist the
way ICT facilities are utilized in Federal and State COEs. The SD recorded
for the State COEs 0.71 compared to the federal COEs which is 0.61. The
calculated t=3.08 is greater than the critical value of 1.96 at degree of
freedom of 298 and 0.05 level of significance under two tailed test, hence
the null hypothesis is rejected in favour of the alternative that there is a
significant difference between the mean ratings of administrators of State
and Federal COEs as regards utilization of ICT facilities in their institutions.
95
Summary of the Findings
Based on the research questions and the null hypotheses which guided
the study, a number of findings were made.
1. Majority of the respondents were of the opinion that available ICT
facilities in Colleges of Education in North Central include printing
machine, scanning machine, audio tape prayer and college cyber café.
2. On the adequacy of ICT facilities in colleges of education in north central
zone, the responses of the respondents include adequate desk top
computer, adequate printing machine, adequate photocopy machine and
adequate college world wide web.
3. The respondents were of the view that the extent of the utilization of ICT
in the management of colleges of education in the North include desktop
computer, college world wide web (www) college cyber café some
utilize, printing machine, photocopying machine and radio set are
sometimes in use.
96
CHAPTER FIVE
DISCUSSION OF RESULT, IMPLICATIONS,
RECOMMENDATION, LIMITATIONS, SUGGESTION FOR
FURTHER STUDIES AND SUMMARY OF THE STUDY
This chapter discusses the findings of the study based on the research
questions and the three null hypotheses that guided the study. The
implications were examined with pertinent recommendations and
conclusion.
Discussion of Findings: Availability of ICT facilities.
The world is fast becoming a global village, as a result of
development in Information and Communication Technology (ICT). The
challenge of integrating ICT in tertiary institutions is a very big task. It is
obvious that there is poor or little acquisition and use of ICT facilities at this
level of our educational system. Most institutions, especially, COEs do not
have the necessary ICT facilities for management functions, instructions and
research.
Results on the availability of ICT facilities in the management of
COEs in the study area show that no item mean falls within always available
range. Though nine (9) items which include desk top computers, scanning
machines, photocopying machines, printing machines, internet, college
cyber café, audio tape player and radio set are said to be sometimes
97
available, the rest twenty two (22) items are in the rarely and never available
range. The overall means of 2.12 indicates that the mean availability of all
items is simply rarely available.
The implication of the above finding could be expressed in regard to
poor funding of ICT department by federal and State governments
respectively. The position of this finding is supported by the findings of
Agbo [2009] that there are problems which confront acquisition and use of
ICT facilities in schools. For instance, high cost of ICT facilities in the face
of inadequate funding for education makes it almost impossible for college
managers to procure these facilities. According to him, if the facilities are
available their maintenance which include purchase of spare parts, services,
accessories etc. requires a lot of money.
Moreover, from the oral interview conducted on the key
administrators, it was gathered that there is no money voted by the State or
Federal government for the purchase of ICT facilities. The College
Administrators interviewed observed that even the minimum standard given
to them by NCC is a mere policy statement as there is no financial backing
from the government to make it a reality. They only manage to use the
college maintenance funds to buy the few they have.
98
From the findings of this study one can agree that ICT cannot bring
about better performance in the management of colleges of education as
expected. This is supported by the finding of the study carried out by Ifukor
et al [2006]. The findings of this study revealed that all the banks have
computer system, they are all on line, they have facsimile facilities and
ATM. It was also discovered from the findings that all the respondents
attested to the facts that because of the availability of these ICT facilities in
the operations of the banks, transactions in the banks have greatly improved.
This implies that for ICT to enhance management performance,
attention should be given to the funding of ICT facilities procurement by
State, Federal and private COEs so as to enhance management performance
as it happens in other public sectors.
Adequacy of ICT facilities
The results of the study indicate that no mean response for any item
falls in the very adequate range. However, only seven items out of the eleven
found available were adequate, while 24 items are within the not adequate
and inadequate range. The seven that were found adequate are: desk top
computer with the mean of 3.23, printing machine with the mean score of
2.39, photocopying machine with mean score of 3.02, internet with mean
score of 2.53, radio set with means core of 2.29 and audio tape player with
99
mean score of 2.98. The over all mean shows that the entire response in the
colleges of education in the North Central Zone of Nigeria is not adequate
(2.01). This shows that the mean adequacy of all the items is simply very
inadequate.
It is now clear that colleges of education management cannot derive
maximum benefit from the use of ICT in management performance as
expected because even those ICT facilities that are found to be available are
not adequate. Imagine colleges of education that have 620 administrative
staff only nine ICT facilities that are sometimes available and seven that are
just adequate. This scenario is a lamentable one, since these cannot provide
the college administrators better opportunities to use ICT to enhance
administrative performance.
The implication of the above finding could be explained with regard
to poor funding for ICT by the stakeholders of COEs for their management
duties. The finding of this study is supported by the findings of Gbenga,
[2006] that there is gross inadequate provision of ICT facilities and
equipment in African schools. It is also in agreement with the findings of
Association of African Universities [2000] which shows that ICT facilities
and equipment were inadequate and factors such as poor telecommunication
infrastructure, lack of enabling environment, non reliability of electricity
100
supply and many others in the introduction and utilization of ICT in African
universities. To him the level of inadequate supply of computers and ICT
facilities at Nigerian universities, polytechnics and colleges of education is
worrisome.
The findings of Gbenga totally agree with the response of the oral
interviews conducted on the key administrators such as the Provost, Bursar,
Chief Librarians, HODs of departments and the confidential secretaries on
the adequacy of ICT facilities available. Many of the interviewees disclosed
that since the governments are not interested in funding ICT for the
management performance, they try to use the little funds they have to
procure such ICT items like computers, radio, photocopying machine,
printing machines and audio tape, to them, the use of the above items are
very vital to their daily administrative performance.
Utilization of ICT facilities
The finding of the study reveals that no item has a mean value within
the range of always in use yet only 6 out of 31 items are for sometimes in
use. However, the rest 25 items are for rarely in use and never in use. The
over all mean for utilization of ICT facilities in colleges of education in the
North Central Zone Nigeria falls within rarely in use (1.90), out of the 9 ICT
facilities found to be available, only desktop computer with mean score of
101
2.50, printing machine with mean of 2.99, photocopying machines, college
cyber café with mean of 2.56, college world web (www) 2.86 and radio set
with mean of 2.65.
From the above finding it is pertinent that ICT cannot bring much
improvement on the management of colleges of education as it should
because even the ICT facilities available are not being utilized in the
performance of management duties. Take Internet for example, it is
indicated available but is not being used. It is obvious that ICT cannot bring
much improvement in management performance without the use of Internet.
This is because it is through the Internet one can connect to the whole world
with the use of e-mail, internet phone, virtual library, facsimile machine,
computer networking, college information system, satellite disc for global
information and other too numerous to mention.
The reason for the under utilization of ICT facilities could be
attributable to Watson [1993] theory of “perceived ease of use”. From his
studies there are a number of factors which have been identified that relate to
the ease of use of ICT, which in this case is for practicing ICT users. The
impact project of Watson and other studies identified a wide range of skills
and competence which administrators felt they needed in order to find ICT
easy to use. Some of this are shown below.
102
Negative and positive factors influencing perceived ease of use.
Positive Negative
1 Regular use and experience of ICT
outside office
Difficulty in using
software and hardware
2 Ownership of a computer Need more technical
support
3 Confidence in using ICT Not enough time to use
ICT
4 Easy to operate It is too expensive to use
regularly
5 Easy to access information Insufficient access to
resources
6 Can get help and advice from colleagues Does not give room to
interpersonal interaction
Another factor that can cause under utilization of ICT facilities in the
management of COEs could be traced to the theory of “perceived
usefulness.” If COE administrators see no need to question or change their
administrative practices then according to Cox et al [1999], in his study of
users‟ attitude to ICT, they are unlikely to adopt the use of ICT. However, if
they perceived ICT to be useful to them, their administrative performance
then according to their empirical evidence of previous studies [Cox and
Preston and Cox 1999] they are more likely to have a positive attitude of the
use of ICT in management performance. Cox et al gave a number of factors
which could contribute to administrators, perceived usefulness of ICT as
shown below:
Positive Negative
Makes my work more interesting Makes my work boring
Makes my work faster Makes my work different
103
Has improved access of information and
data
Reduces workers‟ motivation
Gives me more prestige Impairs better administrative performance
Makes my administration more efficient
Gives me more confidence Makes my administration inefficient and
unproductive
Enhance my administrative competence It is not enjoyable
Takes too much time
It is counter productive due to insufficient
technical resources
This study also tried to establish from the three hypotheses formulated
if there was any level of difference in the extent of availability, adequacy
and utilization of ICT facilities in the federal and State COEs. The results of
the study revealed that federal has higher means on availability 2.29,
adequacy 2.32, utilization 2.15 with SDS of 0.71, 0.60 and 0.61 respectively,
while State COEs have less means scores of 1.97 with SD of 0.71 for
availability, 1.94 with SD of 0.69 for adequacy and 1.91 with SD of 0.71 for
utilization.
From the above results, it is glaring that federal colleges of education
in the study area have more and adequate ICT facilities than the State COEs.
In the area of ICT utilization, it was also discovered that federal COEs
utilize more ICT facilities than the State owned for the management of
COEs in the Zone. The reason for the difference is not far from the response
of the oral interview conducted by the researcher on some management staff.
From the interview it was discovered that federal COEs have more
104
subventions from the federal government for the running of heir institutions.
This enables them to procure ICT facilities and use them in the performance
of their duties, while the State COEs have little subvention from the State
government. This situation does not put the State COEs in a better financial
position to procure ICT facilities for the management of their institutions.
Conclusion
This research study evaluated the extent of availability, adequacy, and
utilization of ICT facilities in the management of COEs in the North Central
Zone Nigeria.
1. On availability of ICT facilities the study concluded that some ICT
facilities were available for college management use but they are
too few to enhance proper management performance in the study
area.
2. Also the study concluded that ICT facilities in the management of
colleges of education in the North Central Zone were grossly
inadequate. This situation in COEs does not promote effective and
productive use of ICT facilities in college management
performance.
3. The finding of the study on utilization showed that an insignificant
number of ICT facilities are being utilized by COE managers for
105
the performance of their duties because most of the items tested
under this variable fall within rarely used.
4. To sum up, it was discovered from the outcome of the study that
Federal COEs have higher levels of availability, adequacy and
utilization of ICT facilities than the State COEs in the study area.
Implications of the Study
1. Information Communication Technology plays an important role in
the management of schools especially colleges of education that run
complex systems. Isyaku [2002] stressed the need to sensitize COE
stakeholders to devote resources and personnel for improvement of
administrative services in colleges of education by making ICT facilities
available and adequate to the college managers and make sure that the ICT
facilities provided are properly utilized to improve COEs management
performance.
2. The finding of the study revealed that the ICT facilities for the
management of COEs are grossly inadequate. This calls for the attention of
the Federal and state governments to provide enough funds for the
procurement of sufficient ICT facilities to enable the COE managers to
improve upon their administrative performance in COEs. This situation also
calls for governments to set up a machinery to fully develop functional and
106
viable college of education information system (CIS) that will support a full
range college of education administrative function.
3. The findings of the study revealed that even the ICT facilities that are
available and adequate are not utilized in the management of COEs. This
indicates that the college administrators and the college community have to
be sensitized on the importance and use of ICT facilities in the COE
management performance. This finding agrees with the view of Watson
[1993] who observed that the utilization of ICT depends on how people
perceive its usefulness and ease of use. This situation calls for COEs
stakeholders and managers to organize seminars and workshops to enlighten
the college administrators on the importance and use of ICT facilities from
time to time to enhance management performance.
4. Another implication of this study is that since it was revealed through
the finding of the study that Federal COEs have higher levels of availability,
adequacy and utilization of ICT facilities for the management of their COEs
than the State COEs, there is need for the State government to give more
support to acquisition and utilization of ICT facilities like their Federal
counterparts, so as to enhance management performance in State COEs.
107
Recommendations
Based on the findings of the study, the following recommendations
were made:
1. Adequate computer and internet centers and cyber café should be
made available by Federal and State governments to each college
department in order to provide accessibility for the use of ICT
facilities in college management, teaching, learning and research
purposes.
2. The government should make the use of Internet in the
management of COEs compulsory as Internet was indicated
available but not utilized in the COEs management. From this
situation, it is obvious that ICT cannot bring much improvement
on COEs management performance without the use of Internet.
This is so because most benefit of ICT is derived from the Internet.
3. College of Education managers should be encouraged by the COE
stakeholders to put to use the ICT facilities available because it
was revealed from the findings of the study that out of the 9 ICT
facilities available only 6 are being utilized in the management
duties of COEs.
108
4. State governments should try as much as possible to give more
support for acquisition and utilization of ICT facilities like their
Federal counterparts so as to enhance effective and productive
management in the State COEs.
5. ICT should be seen by college administrators as tools for effective
and efficient management. Therefore, college managers of both
federal and State COEs should develop positive attitude towards
the utilisation of ICT facilities in their management duties.
Besides, college managers should endeavour to mobilize and train
their personnel for proper use of ICT facilities.
Limitations of the Study
An evaluative study of this nature could not have been carried out
without some constraints.
(1) the major constraint of this study was the difficulty the research
encountered to get a copy of NCCE minimum standard on the use
of ICT facilities in the management of COEs in Nigeria. However,
the researcher made frantic effort to get a copy, whose content was
harnessed to develop the questionnaire for this study.
(2) Another area of constraint was the negative attitude of the
respondents towards the completion and return of the questionnaire
109
given out. Out of the 330 questionnaire sent out only 300 copies
were responded to and returned, though high return rate.
(3) Finally, some key administrators the researcher booked oral
interview with were too hard to be seen as some travelled out of
their stations and some were reluctant to grant audience to the
researcher and the research assistants.
Suggestions for further Studies
Based on the limitations of this study, the following suggestions were
made for further studies.
(1) Sufficient copies of government minimum standard for acquisition
and utilization of ICT facilities should be provided by the National
Commission for Colleges of Education to COEs in Nigeria to
enable would-be researchers replicate this topic in another geo-
political zone in Nigeria.
(2) An investigative study should be carried out on the constraints
confronting acquisition and utilization of ICT facilities in
management of schools in Nigeria.
(3) An assessment study of the attitude of COEs managers towards the
utilization of ICT facilities in the management of their institutions
in the same study area should be carried out.
110
Summary of the Study
This study focused on evaluation of Information and Communication
Technology facilities in the management of colleges of education in the
North Central Geo-Political Zone Nigeria. The study evaluated the extent of
availability, adequacy and utilization of ICT facilities in the management of
these institutions. Three research questions were posed and three hypotheses
formulated to guide the study. Literature was reviewed on concepts of
evaluation, ICT and its component, college of education management. The
review also covered information system theory, technology acceptance
model, Fredrick Taylors‟ theory of educational management, Scriven-Goal
Free model of evaluation and management model of evaluation.
Two instruments, including oral interview and questionnaire titled
Questionnaire on Evaluation of Information and Communication
Technology Facilities (QEICTF) were used for this study. These instruments
were validated by experts who are ICT positive from tertiary institutions.
The population of the study comprised all federal and State colleges of
education in the study area, eleven COEs. On the whole, the target
population were 620 subjects from the eleven COEs. The sample population
was 330 college administrators. The respondents who supplied the data were
the college Provosts, HODS, College Bursars, Chief Librarians and
111
Confidential Secretaries. Proportionate stratified random sampling technique
was used to draw the sample population for the study from the eleven COEs
in the area.
The research questions were analyzed using means, while t-test
analysis and standard deviation were used to test the significant level at 0.05
and degree of freedom (df) 298. The results from the findings revealed that
ICT facilities are available and utilized in both federal and State COEs,
though rated rarely and never available, and rarely in use and never in use,
the federal COEs have more ICT facilities and more ICT utilization than the
State COEs in the study areas. Therefore the null hypotheses of no
significant difference were rejected.
The major findings of the study were elaborately discussed, their
educational implications highlighted and recommendations made, some
limitations of the study were identified and suggestions for further studies
were also made based on the limitations of the study.
112
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Appendix 1
QUESTIONAIRE
Department of Educational
Foundations
University of Nigeria
Nsukka, Enugu State
Dear Respondent,
QUESTIONAIRE ON THE EVALUATION OF ICT IN THE
MANAGEMENT OF COLLEGES OF EDUCATION IN THE NORTH
CENTRAL ZONE OF NIGERIA
This questionnaire is designed for collection of data for PhD research
project on the above subject matter.
I am a student pursuing a PhD Programme in Educational
administration and Planning in the Department of Educational Foundations
of the above mentioned University.
I shall be very grateful if you could complete the attached
questionnaire as honestly as you can.
Your ideas and contributions will be very useful to the study and will
be treated with utmost confidentiality.
Thanks for your cooperation.
Yours Faithfully
Odeh R.C
(Researcher)
119
SECTION A: ADMINISTRATORS AND COLLEGE DATA
Please read the information below very carefully, complete and tick the appropriate box.
1. Name of the school: - - - - - -
2. Post and rank of the Administrator: - - - -
3. COE location: Urban Rural
4. COE ownership: Federal State
5. COE age of adoption of ICT: Below 5yrs 5-10 years Above ten years
No adoption at all
SECTION B: AVAILABIITY OF ICT FACILITIES
Please read carefully through the list of the items below and tick under appropriate column.
Always Available = AV
Sometimes Available = SA
Rarely Available = RA
Never Available = NA
AV SA RA NA
1 College Information System
2 Desktop Computer
3 Laptop Computer
4 Departmental Computer library
5 Computer networking
6 Scanning machine
7 Printing machine
8 Photocopying machine
9 Internet
10 Satellite disc for global information
11 Departmental e-mail services
12 Internet phone
13 College Cyber Café
14 College world wide web (www)
15 College Virtual Library
16 Digital satellite television (DSTV)
17 Close circuit television (CCTV)
18 Audio Tape Player
19 Digital Camera
20 External Telephone Lines
21 Multimedia power point projector
22 Slide projector
23 Facsimile machine
24 Electronic classroom
25 Examination scoring machine
26 Counting machines
27 Internally produced software
28 Commercially generated software
29 Multimedia classroom
30 Radio Set
31 Public address system
120
SECTION C ADEQUACY OF ICT FACILITIES
Please read through the items below and tick the appropriate response in the
column.
Very adequate - VA
Adequate - A
Not Adequate - NA
Very inadequate - VI
VA A NA VI
1 College Information System
2 Desktop Computer
3 Laptop Computer
4 Departmental Computer library
5 Computer networking
6 Scanning machine
7 Printing machine
8 Photocopying machine
9 Internet
10 Satellite disc for global information
11 Departmental e-mail services
12 Internet phone
13 College Cyber Café
14 College world wide web (www)
15 College Virtual Library
16 Digital satellite television (DSTV)
17 Close circuit television (CCTV)
18 Audio Tape Player
19 Digital Camera
20 External Telephone Lines
21 Multimedia power point projector
22 Slide projector
23 Facsimile machine
24 Electronic classroom
25 Examination scoring machine
26 Counting machines
27 Internally produced software
28 Commercially generated software
29 Multimedia classroom
30 Radio Set
31 Public address system
121
SECTION D: UTILIZATION OF ICT FACILITIES IN MANAGEMENT PRACTICES
Please read carefully through the items below and tick under appropriate column.
Always in use = AU
Sometimes in use = SU
Rarely in use = RU
Never in use = NU
AU SU RU NU
1 College Information System
2 Desktop Computer
3 Laptop Computer
4 Departmental Computer library
5 Computer networking
6 Scanning machine
7 Printing machine
8 Photocopying machine
9 Internet
10 Satellite disc for global information
11 Departmental e-mail services
12 Internet phone
13 College Cyber Café
14 College world wide web (www)
15 College Virtual Library
16 Digital satellite television (DSTV)
17 Close circuit television (CCTV)
18 Audio Tape Player
19 Digital Camera
20 External Telephone Lines
21 Multimedia power point projector
22 Slide projector
23 Facsimile machine
24 Electronic classroom
25 Examination scoring machine
26 Counting machines
27 Internally produced software
28 Commercially generated software
29 Multimedia classroom
30 Radio Set
31 Public address system
Appendix 2: This table shows the total number of college administrators used
Colleges of Education Number of Administrators
1 Federal COE Okene 65
2 Federal COE Ilorin 70
3 Federal COE Panshin 60
4 Federal COE Zuba 75
5 State COE K/Ala 50
6 State COE Oju 40
7 State COE Akwanga 35
8 State COE Ankpa 50
9 State COE Minna 60
10 State COE Gindiri 55
11 State COE Ilorin 70
Total 630
122
Appendix 3: The table showing the 330 sampled administrators used for the study.
S/NO College of education Proportionate sampling Approximate number of
administrators
1 Federal COE Okene 65/630 X 330 = 34.04 34
2 Federal COE Ilorin 70/630 X 330 = 36.66 37
3 Federal COE Pankshin 60/630 X 330 = 41.41 31
4 Federal COE Zuba 75/630 X 330= 39.28 39
5 COE K/Ala 50/630 X 330 = 26.19 26
6 * COE Oju 40/630 X 330 = 20.95 22
7 COE Akwanga 35/630 X 330 = 18.33 18
8 COE Ankpa 50/630 X 330 = 26.19 26
9 COE Minna 60/630 X 330 = 31.42 31
10 COE Gindri 55/630 X 330 = 28.80 29
11 COE Ilorin 70/630 X 330 = 36.66 37
TOTAL 330 330
The sample from COE Oju was intentionally increased by one (1) to make up the deficiency because of
approximation.