CHAPTER ONE

1.0

INTRODUCTION
There is broad consensus in the literature on the definition of Information and

Communication Technologies (I.C.Ts) especially on its electronic nature and 1nfornation

Technology (IT) based system. This research will be based on assessment of information and
communication technologies (ICTs).Usage among the secondary school teachers. The
importance of information and communication technologies (ICTs). Among teachers in these
days teaching and learning, and to other academic aspects among nations of the world is of
paramount importance. In Nigeria Anganciwe (1999) stated that while computers are
increasingly being used in industry and academic, it is virtually non-existing in profession such
as teaching. In the high of this, it is essential that there is considerable factor or need for the
teachers to use of information and communication technologies (ICTs). This study is quest to
investigate the preparedness of teacher on the use information and communication technologies
which hold tremendous promises, the effectiveness of teaching learning processed the potential
of ICTs to make teachers in developing countries effective appear Un-associable
1.1

BACKGROUND OF THE STUDY

According to Asian Development Bank (ADB, 2003) ICTs has become a powerful tools

in proving developing countries with unprecedented opportunities to meet vital developing goals
far more effectively than before this create an even greater challenge for the teacher to remain
relevant and effective, leaving the learners access a variety of information sources, which are
accessible, affordable, relevant and reliable is the ultimate aim of proving information and

updating both the teachers and students knowledge on the use of ICTs. With interest of
developing the teachers, ICT Role may be said to extend from allowing faster access to expand
knowledge and information. Faster and more efficiently delivery of information in the aspect of
teaching and learning. More relevant and adopted content, spreading of knowledge information
about good practices.
The information and communication technologies (ICTs) played a vital role in teaching
and learning processes, its enable you to pass or receive information within a few hours or
minutes, it helps you retrieve information that is documented by someone or some teachers in
another country or state.
1.2 STATEMENT OF THE PROBLEM
The importance of the knowledge and utilization of information and communication
technologies (ICTs) facilities in this decade of the revolution of information and communication
can be over emphasized. The fact rein aims however that the use of ICTs has witnessed and
upsurge

on

recent

year

in

almost

all

areas

of

rural

life

Omotaye,

(2005).

The teachers and in particular teachers who are supposed to be repository of knowledge, need to
depends on ICTs for day to day teaching and learning. However, there seems to he limited or few
studies to show the language teachers knowledge of user of ICTs. This study therefore is
necessitated to assess the language teachers usage of ICT in the selected secondary school in the
study area.
1.3 RESEARCH QUESTIONS:
The following research questions were pertinent:

1. What are the socio-economic characteristic of the respondents in the study area.
2. Do the respondents utilize any of the ICTs facilities?
3.

What are the major ICTs facilities used by the respondents in the study area.

4. I-low effective was the ICTs facilities utilized?

5.

What are the major problems affecting the respondents of ICTs facilities when it comes
to the linguistics or languages?

1.4 OBJECTIVE OF THE STUDY

The broad objective of the study is to assess the usage of ICTs among teachers in selected
secondary school in the study area. The specific objectives outlines were to:
1. Describe the socio economic characteristics of the respondents in the study area.
2.

To

identify

the

1CTs

facilities

commonly

use

by

the

respondents.

3. To examine and assess respondents extent of utilizing ICTs facilities in the study areas.
4. To identify the major problems of ICTs usage among teacher in the study area.
1.5 SIGNIFICANCE OF THE STUDY
The study will serve as reference material will also provide data for policy formulations and
guidance on ICTs in the country.
The teachers in general will be sensitized to learn the opportunities of ICTs usage for teaching
and learning.

The result would also give necessary information on the problems encountered by teacher in
the use of ICTs facilities.
1.6 SCOPE OF THE STUDY
The study would be limited to teachers knowledge and usage of ICTs facilities in
teaching and learning, and to identify the problems associated with usage of ICTs facilities, and
the effectiveness of ICTs to the teacher in teaching, and learning and also the socio economic
characteristic of the respondents in selected secondary school of the study area.
1.7 DEFINITIONS OF TERMS
There are meaning of some of the terms used in the study.
-ICTs: Information and Communication Technologies
- Un assailable: (written) that can be destroyed defeated or questioned
- Upsurge: A sudden large increasing in something.
- Necessitated: to make something necessary.
- Decade: A period often years, especially a period such as 1910 1919, 1990 - 1999,
2000 2009.
Sensitized, to make some body or something more aware of something especially a
problems or something bad.

CHAPTER TWO

2.0 LITERATURE REVIEW

There is a broad consensus in the literature on the definition of information and
communication technologies (ICTs), especially on its electronic nature and information
technologies (IT) based system Fararnola H. (2003), has broadly interpreted information and
communication technologies (ICTs) as technologies that facilitate communication process using
and transmitting information by electronic means. In another study, Food and Organization,
F.A.O (1993) defined ICTs as technologies involve in collecting processing, storing, retrieving,
disseminating and implementation of data and information and using microelectronic optics and
computers. In the same vein ICTs have been described as set of activities that facilities by
electronic means the processing transmitting and display of information (African Development
Bank, (2003) Chapman el-al (2002) believe that they are a range of electronic technologies when
converged in new configuration are flexible, adoptable, enabling and capable of transforming
organization and redefining social relation.
This study therefore, sees ICTs as a device through which information can be interlink,
adaptable and capable of transforming organization. From the forgoing definition, it is obvious
that much electronic based communication system can conveniently fit into the description of
lCTs. As such, it becomes clear that application of ICTs tools will be more effective in teaching
and learning process.

2.2 SOCIO-ECONOMIC CHARACTERISTIC OF USERS OF INFORMATION AND

COMMUNICATION TECHNOLOGIES (ICTs):
Some of the socio-economic characteristic that influenced the use of information and
communication technologies (ICTs) development include age, level of education and marital
status (Orgunbite ctal 2002).
Socio-economic characteristics such as level of education, household size, working
experience and age were reported to have positive and significant relationship with the users.
2.3 TYPES OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs)
TOOLS:
The ICTs tools that have great potential for use to teachers according to Arokoyo (2005) among
others include:
Radio
Television
Telephone (fixed and mobile)
Website
Cameras
Video
E-mail

 Computer
Contact data base and system
CD-Room
Currents Awareness
In another study F.A.O (1998) added the following as some of the ICTs tools, which are:
Short Message Service (SMS)
Packet Digital Assistants
D.V.D
Also in another study CTA (2003) Listed similar tools mentioned in the previous studies, but
added internet as part of the ICTs tools. However, Arokoyo (2005) stressed that regardless of the
tools, the focused must be on the people who will use technologies and the context rather than
the technologies themselves.
2.4 UTILIZATION OF ICTs
For sometimes now the use of ICTs in schools has always been emphasized. Experience
has shown that, in most developing countries, extension agents have all sort of traditional
information and communication technologies including Radio, Drama and Video/Television
Presently, both the existence service and other service

providers and their clients are

experimenting with never digital opportunities that can be effectively used to exchange, process,

manage and communicate information. The digital camera with video capability is becoming
very popular because a picture is worth a thousand words and well enables even those
constrained by literacy to communicate (Manu, 2005). Therefore, information and
communication technologies (ICTs), are of paramount importance especially in teaching and
learning process.
2.5 APPLICATION OF ICT IN TEACHING AND LEARNING:
It logical to now determined their application or potential use in teaching and learning
processes.
The following are the potential application of ICTs in teaching and learning processes.
- Enhance the teacher ability to collect data
- Exchange of time sensitive information
- Make teaching and learning process more effective
- Engage teacher in assessing own need, solution training and demonstration.
- Search, select and compiled information for individual clients.
- Exploring alternative production technologies
- Peer to peer sharing and exchange among teachers and learners etc.
Therefore, these impacts could also reflect the process of teaching and learning in the following
ways:

 The teacher will he more intelligent and more varied ICTs.

With the use of these ICTs tools some teacher may like to connect directly by passing their
information or lectures.
It will help the teachers to update new and more skills. ICTs will become day to day tools for
teaching and learning.
Feedback between teacher and leaner will improve.
If the above impact will be adopted and properly applied, ICTs. Therefore, will have potential
to really transform teacher in their field of teaching.
2.6 PROBLEMS OF INFORMATION AND COMMUNICATION TECHNOLOGES
(ICTs) USAGE:
Ozor N. (2007) some of the constrain that have been experienced in a number of ICTs
based rural development project and extension in particular include:
1. POLICY CONSIDERATION:
In most developing countries especially in Africa, the information and implementation of
policies in the ICTs sectors is still very rudimentary and call for an integrated set of laws,
regulation and guide lines that shape the generation, acquisition and utilization of ICTs. Most
countries lack policies and strategies that will facilitate the enhancement of new ICTs rural
development programmes and extension service and where polices have been formulated, proper
implantation plans are needed for instance, Pata (2004) noted that; if involvement, visibilities
and countries profile were yardstick to measure Nigerians ICTs read lines and policies
evolutional at the just concluded world summit on the information society (Wsis) in Geneva, the
countries still has some distance to der.
2. HIGH COST OF ICTs

The cost of modern TCTs such as computers and the internet remains a strong
determination in the adoption and use of such in many developing countries like Nigeria, Angola
Cuba and India.
3. INFRASTRUCTURE
The telecommunication and electricity infrastructure in developing countries is lacking or
is poorly developed in rural area where extension is done. This infrastructure should be serve as
prerequisite to many of the modern ICTs for optimum performance to achieve the desired
objectives.
4. LACK OF LOCAL CONTENT AND LANGUAGE BARRIER
Information available though ICTs is mostly English, which the majority of developing
countries rural community cannot read. There is a marked shortage of relevant materials in local
languages that response to their need and this call for significance investment and support a local
content (O. Farrell el al, 1999).
5. HIGH RATE OF ILLITERACY
According to Mansell and When (1998), Literacy is fundamental barrier participation in
knowledge societies. A large proportion at the rural population developing countries, majority of
who are women, are illiterate and most pictographic and audio-visual information usually has
some texts that goes it. This means that these individuals are disadvantage and lack of basic skills
requires harnessing the benefits of ICTs.
This could be traced to poor funding, rural poverty, limited access to computers and even worse
access to the internet, making basic inter and intra organizational network for information
exchange almost impossible.
6. LIMITED AND VERY HIGH COST OF TELEPHONE SERVICE EITHER BY
LANDING OR G.S.M
It has been estimated that Nigeria has the highest G.S.M call rate in all developing
countries (Arokoyo, 2005). Whereas, the telephone is part of everyday normal life in developing
countries and ordinary taken for granted, it is a different matter in developing countries, where it

10

is either nonexistent, terribly limited services very abysmal and cost astronomical.
7. There is erratic and unstable power supply and high cost of alternative
Power through standby generators.
8. The limited coverage of state and national AM/Fm broad cast is compounded by the near
absence of rural radio in the country.

CHAPTER THREE

3.0

DESCRIPTION OF THE STUDY AREA

The study area is Zing Local Government area of Taraba state. It is one of the sixteen

(16) local governments and the state capital.

The local government has a population of 86921 NPC, 2006), Zing local government is
heterogeneous in ethnicity, with cultural diversities, prominent ethnic groups are Murnuye,

11

Jukum, Kona, Fulani, Jenjo, Wurkum. It shares boundaries with Ardo Kola, Lau and Yorro.
Rainfall is well distributed throughout the year and usually last for eight (8) months, although in
some cases nine (9) months. And the soil varies from sandy, clay and loamy, and rich in organic
matter with good drainage and the annual temperature vanes from month to month particularly
during dry season.
The vegetation of this area fall within the Southern Guinea Savannah zone. The
vegetation is vigorous during the wet season and the foliage weather in the season, and it covers
mainly of Damiella SPP, providing a limited amount of shade. The accompanying shrubs and
grasses are of the hymenocardia and Anthropogenic community. The environmental condition of
the area permits the cultivation of every type of food crops as tubers areas, fruits and cash crops.
3.1 SOURCE OF DATA COLLECTION:
The data for this study were collected both primary and secondary source.
The primary data were through administering questionnaires to the teacher in the study area.
Personal interview with the teacher were also conducted for the purpose of obtaining some vital
information.
The secondary sources were journals, text books, seminars, conference processings library,
internet source.
3.2

SAMPLE AND SAMPLING TECHNIQUE

In this study the samples consisted of teacher in 12 selected secondary schools in the

study area.

12

A sample frame of 59 teachers were worked out, from this list a total number of 47
teacher present at the time of administration of the questionnaires were selected and administered
with the questionnaires of the study.
3.3

INSTRUMENT OF DATA COLLECTION

The main instrument used for data collection was a set of questionnaires designed by the

researcher preliminary trial involving few respondent, was conducted, available the instrument
and term not understand by the respondents reformulated before the final administration.
3.4

THE VALIDITY OF THE INSTRUMENT

Questionnaire were distributed to teachers in the selected secondary school in the study

area for the reliability of instrument used for data collection in the study area, it can be tested on
what the objective intends to measure.

3.5

METHOD OF DATA COLLECTION

The questionnaires were retrieved from the teachers of the selected secondary schools or

in [he study area by the researcher with the help of research assistant.
3.6

METHOD OF DATA ANALYSIS

All questionnaires were group into table showing the simple percentage employed to

analyze in selected or the study area.

13

CHAPTER FOUR

4.0

RESULT AND DISCUSSION

This chapter deals with the result and discussion of findings of study area. This include:

the socio-economic characteristics, the ICTs facilities commonly used by the respondents,
assessment of respondents extent of utilizing ICTs facilities and major problems of ICTs usage
among teachers in the study area.

14

4.1

SOCIO-ECONOMIC

CHARACTERISTIC

OF

THE

RESPON

Table 4.1 the Socio -Economic Characteristic of The Respondents (n=40).

Variable
Age Range
20-30
31-40
41-50
Sex
Male
Female
Marital Status
Single
Married

20-30,31-40,41-50
21
16
3
22
18
21
19

15

DENTS:

Educational level
NCE/OND
HND
B Sc.
Working Experience 5 Years
2-9
10-14
15-20

16
6
8
25
8
3
3

Table 4. 1: Shows majorities (52.5%) of the respondents were between 20 30 years, 40.0%
were between 31 40 years and 7.5% were between 41 50 years. These indicate that
majority using ICTs are young people.
The study further reveal that 55.0% of the respondents were males and 45.5% were
females. This shows that men are predominantly in ICTs usage. It was further observed in the
table 4.1 that 52.5% of the respondents were single and 47.5% were married. This implies that
most of the respondents are single that are yet to settle for family life, finding on the respondents
educational level 45.5% were B.sc. holders, 40.0% were NCE/ND holders and 15.0% were HND
holders. The majority using ICTs are B sc. holders.
It was further found that the majorities 62.5% of the respondents working experience
were between or less than 5 years, 20.0% were between 5 9 years 10.0% were between 10
14 years and 7.5% were between 1 5 19 years. This indicate that majority of the respondents
using ICTs were not experienced teachers and could therefore need ICTs facilities acquire
teaching experience.

16

4.2 THE. ICTS FACILITIES COMMONLY USED BY THE

RESPONDENTs
Table 4.2: Shows the ICTs Facilities Commonly Used by the Respondents:
ICTs Tools
Radio
Television
Cinema
Newspaper
Fax
Phone (Fixed)
Mobile phones/G.S.M
Videos
Computer
CD-ROM
Web side
E-mail 2
Internet

Frequency
14
10
1
12
2
1
18
3
3
1
2
2
14

Percentage %
16.9
12.0
1.2
14.5
1.4
1.2
21.7
3.6
3.6
1.2
2.4
2.4
16.9

Multiple responses were obtained:

Table 42: indicate that majority of the respondents (21.7%) commonly used Computers, 169%
used Radio and Internet, 14.2% used Newspaper, 12.0% used Television, 3.6% used Mobile
Phone/G.S.M and Videos, 2.4of them uses Fax, Web and Email.

17

However 1 .2% used Cinema, Phone (fixed and CD ROM). This shows that the most
commonly used ICTs tools is phone/GSM

4.3 FREQIJENCY OF USAGE OF ECTs USAGE FACILITIES: Selected ECTs facilities:

ICTs

All the time

Regularity

Occasional

18

Rarely

Never

Radio

7(17.5)

18(45.0)

5(12.5)

8(20.0)

Television

2(5.0)

6(15.0)

16(40.0)

1(2.5)

12(30.0)

Cinema

5(12.5)

1(2.5)

2(5.0)

1(2.5)

36(90.0)

Newspaper

0(0.0)

3(7.5)

18(45.0)

1(2.5)

14(35.0)

Fax

6(15.0)

0(0.0)

2(5.0)

3(7.0)

35(87.5)

Phone (fixed)

0(0.0)

0(0.0)

2(5.0)

3(7.50

35(87.5)

Mobile/GSM

6(15.0)

18(45.0)

16(40.0)

5(12.5)

12(30.0)

Video

1(2.5)

6(15.0)

6(15.0)

3(7.5)

24(60.0)

Computer

6(15.0)

CD-ROM

1(2.5)

0(0.0)

4(10.0)

2(5.0)

31(77.5)

Web side

1(2.5)

0(0.0)

4(10.0)

2(5.0)

33(82.5)

E.-mail

0(0.0)

2(5.0)

3(7.5)

3(7.5)

32(80.0)

Internet

1(2.5)

14(35.0)

12(30.0)

4(21.5)

11(27.5)

As seen in table 4.3 above, majority (45.0%) of the respondents indicate that radio had
been used occasionally, while 20.0% indicate is has never been used. Most 40.0% of the
respondents equally indicate that television has been used occasionally. Most 90.0% of the
respondents said cinema has neither been used or available for the work. Most 45.0% of them
indicate newspaper has been used occasionally. Most 87.5% indicate that Fax has never been
used their work. However 30.0% indicate phone mobile GSM never been used. Majority of the
respondents indicate videos 60.0% CD ROM, 77.5%, Web Side 82.5% and E-mail 80.0%
never been in their work. Meanwhile, most of the respondents indicate completed 35.0%
indicated has been used occasionally, while 25.0% indicated that it used regularly. Most 35.0%
of the respondents equally indicated that internet has been used regularly, while 30.0% indicate

19

that it used occasionally. Most of the ICTs formats, especially the digital once, are nor available
for used by the development practitioners: this is an indication of low level richness status of the
practitioners in the study area, according to the model of Mosaic (200), which emphasizes
perversenesss in per usage of computer as measure of E-richness.

4.4 MAJOR PROBLEMS OF ICTS USAGE:

Table 4.4: Showing the Major Problems of ICTs Usage: Problems Frequency Rank

Problems

Frequency

Rank

High cost of ICRs

18

Erratic and unstable power supply

13

Infrastructure

Lack of local content

Inadequate human resources

20

The limited coverage of state and national AM/FM Broadcast

Policy consideration

Low level of ICTs readiness

Gender insensitivity

Table 4.4: indicate that the major problems affecting the teachers were High cost of ICTs Erratic
and unstable power supply, in structures, lack of local content, inadequate human resources were
the most pressing problems of teachers (1st 5Lh) respectively. Other problems were the
limited coverage of the state and national AM/FM broadcast policy consideration, low level of
ICTs readiness and gender insensitivity ranked 6 position respectively. This could restrict or
limited the extent of ICTs usage intended to make teaching and learning effective.

21

CHAPTER FIVE

5.0

SUMMARY, CONCLUSION AND RECOMMENDATION:

5.1

SUMMARY:
The study was an assessment of information and communication technologies (ICTs)

usage among secondary schools teachers in Zing local government area of Taraba State The
specific objectives were to described the socio-economic characteristic of the respondents,
identify ICTs facilities commonly used by the respondent assessed the respondents extent of the
utilization of the ICTs facilities and to identify the major problems of ICTs usage among
language teachers in the study areas. Data were obtained from forty (40) respondents drawn by
simple random selected technique in 13 selected secondary schools of the study area data

22

collected were analyzed using descriptive statistics such as percentage frequency and rank order.
THE MAJOR FIN DINGS WERE:
i.

Most of the respondents were between 20 -30 years 55.0% of the respondents were
males.

ii.

Majority (52.5%) were single who are yet to settle for family life.

iii.

Findings on the respondents education level show that majority 45.5% were B. scholars.

iv.

Majority 21.7% commonly used computer.

v.

18.1% used radio and internet.

vi.

16.9% used newspaper

vii.

12.1% used television

viii.

The major problems identified affecting the respondents usage of ICTs facilities were
high cost of ICTs and erratic and unstable power supply.

ix.

On the frequency of usage of ICTs facilities majority (45.0%) of the respondents in

dedicate that radio had been used occasionally, while 20.0% indicate that it had never
been used.

x.

Most of the respondents 35.0% indicate that internet had been used regularly, while
30.0% indicate using it occasionally.

23

5.2

CONCLUSION:
Base on the findings of the study, it can be concluded that the teachers level and
knowledge of the utilization of ICTs facilities is very low in the study area evidenced
by their poor exposure to common ICTs facilities.

5.3

RECOMMENDATION:
Based on the findings of the study, the following were recommended for the

consideration and implementation.

1. There should be conscious effort to improve human capital development of the
respondents, personally and institutions about the use of ICTs in readiness for the
effectiveness of teaching and learning process.
2.

There should be considerable improvement of infrastructure and constant electricity

power supply in the study area.

3. Rigorous awareness campaign should be undertaking for dipper ICTs percentage among
teachers.
4.

Resources for the maintenance should be available.

24

APPENDIX
Department of Computer Science
College of Education, Zing
Dear Respondents,
Questionnaire
I am a final year student of the above mentioned institute, undergoing a Nigeria
Certificate in Education. (NCE) in Computer Science Department, conducting a research work
on the assessment of information and communication technology (ICTs) usage among Secondary
School teachers in Zing Local Government area of Taraba State, in Partial Certificate in
Education (NCE) in Agric. Education.
Kindly assist me in filling this questionnaire with appropriate response. The information
provided is strictly for academic purpose and shall be treated confidentially.
Thanks
Yours faithfully

25

Mtileswen Joseph

SECTION A
1. Age (a). 20-30 [ ] years(b) 31-40 [ ] years (c) 41-50years [ ]
2. Sex (a) Male [ ] (b)Female [ ]
3. Marital status (a) Single [ ] (b) Married [ ]
4. Educational level (a) NCE [ ] (b) HND [ ] (c) B sc. [ ]
5. Working experience 5years (a) 5-9 [ ] (b) 10-14 [ ] (b) 10-14 [ ] (c) 14-15 [ ]
SECTION B
1. What are the difficulties you encountered in getting ICTs
i.

__________________________________________________________________

ii.

___________________________________________________________________

2. Are you satisfied with the ICTs facilities? (a) yes [ ] (b) No [ ]
3. Did ICTs improve the standard of your living? (a ) Yes [ ] (b)No [ ]
4. Is a ICTs facility effectively utilized? (a)Yes [ ] (b)No [ ]
5. Is there any problems affecting the usage of ICTs facilities? Yes [ ] (b)No [ ]

26

6. How effective was the of ICTs facilities? highly effective [ ] Moderately effective [ ] no
effective [ ]
7. What are the major ICTs facilities used by you? _______________________________

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Adesope, O.M Mathew- Njoku, E.c. and Asiabak, C.C (2005) Awareness and utilization of
information technologies among Agricultural technology. 2. (2) 1-7.
C.T.A, (2010, Information and Communication Management Strategies in Federation of
Farmers organization. Summary report a C.T.A seminar Doula, Cameroon
10-14

December 2001.

F.A.O, (1996), Development Communication and internet posted September, Sustainable

Development, Food and Agricultural Organisation of the United Nation
(FAO)

htt/ww/Fao/org/Wiu/fao/sut dev/CDDO/chapter htm.

Chapman R. and Slay,T. (20020 ICTs and rural development , reviewed of the literature ,
current interventions and opportunities for action, O.D.I working paper
192,

London.

IctS (2003) Transforming Agricultural Extension, 6th comsultive expects meeting of CTAs
observatory in ICTs Wagening 23- 25 December 2003.
Nitda (2003), the Nigeria National Information technology Development Agency (NITDA)
Abuja URL.Htt/ww/hitch.org/Nigeria it policy pdf.
O, Farrel, C. Nrrish, P and Scott A. (1999) ICTs for sustainable live hoods preliminary study.

27

28