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UTILIZATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY IN OFFICES IN COLLEGES OF EDUCATION


IN THE SOUTH-EAST, NIGERIA

IHEAGWARA BEATRICE NKECHI

NOU151211097

A THESIS PRESENTED IN THE FACULTY OF EDUCATION,IN


PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE
AWARD OF DEGREE OF MASTERS IN EDUCATION
ADMINISTRATION AND PLANNING OF THE NATIONAL
OPEN UNIVRSITY OF NIGERIA.

JULY, 2017
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TABLE OF CONTENTS

Title i

Table of Contents ii

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study 1

1.2 Statement of the Problem 8

1.3 Research Question/Hypotheses 12

1.4 Purpose of the Study 14

1.5 Significance of the Study 15

1.6 Scope and Delimitation of the Study 16

1.7 Limitation of the Study 16

1.8 Operational Definition of Terms 16

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Conceptual Framework 18

2.1.1 Concept of Information and Communication Technology 19

2.1.2 Utilization of Information and Communication


Technologies in Offices of Colleges of Education in
South-Eastern, Nigeria 22

2.1.3 Problems of Using Information and Communication


Technologies Facilities in Record Keeping
and Administration 32
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2.1.4 Constraints to the Utilization of Information


and Communication Technology in Offices of Colleges of
Education in South-East, Nigeria. 33

2.2 Theoretical Framework 35

2.3 Empirical Studies 44

2.4 Literature Appraisal 50

CHAPTER THREE: METHODOLOGY

3.1 Research Design 52

3.2 Population of the Study 52

3.3 Sample and Sampling Technique 53

3.4 Instruments 53

3.5 Validity and Reliability of the Instrument 54

3.6 Administration of Instrument 55

3.7 Method of data Analysis 54

CHAPTER FOUR;DATA ANALYSIS,

INTERPRETATION AND DISCUSSION OF FINDINGS

4.1 Analysis of Data 55

4.2 Summary of the Findings 68

CHAPTER FIVE: SUMMARY,


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CONCLUSION AND RECOMMENDATIONS

5.1 Discussion of Findings 70

5.2 Conclusion 71

5.3 Recommendation 72

References 74

Appendix I 80
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CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Information and Communication Technologies (ICT) is increasingly being

utilized for the purpose of meeting the challenges facing humanity all over the

world. The world of globalization and technological changes blowing over the

past few decades now has created a new global economy (Nwobi, 2012).

The National Policy on Information Technology as initiated by the Federal

Republic of Nigeria (2004), envisaged the integration of Information and

Communication Technology (ICT) at all levels of educational institution and

personnel services. The administrations of colleges of education in Nigeria over

the years have seen changes in the process and approaches of performing office

task. In order to align with world best practices, achieve effectiveness and timely

performance of office task, it has become imperative to redesign office task in

such a manner that information and communication technologies can be utilized.

This was to play a leading role in the actualization of the goals of education

as stated in the National Policy on Education (FRN 2013). The goals which

include the contribution to national development through high manpower training,

development of individual intellectual capability in order to understand their

immediate environment, provision of opportunities for the acquisition of physical

and intellectual skill, development of communication skill for efficient delivery.


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The FRN National Policy on Information Technology (NPIT) identified

ICT as the bed rock of national survival and development in a rapidly changing

global environment. ICT is an umbrella term that includes communication

devices or application such as radio, television, cellular phone, computer hard and

software and networking, and satellite system and services associated with them.

It is a term used to denote a wide range of services, application and technologies

using various types of equipment and software running over telecommunication

network. ICT can be defined as computer based tools and techniques for

gathering and using information. It encompasses the hardware and software, the

network and several other services (Video, audio, photographic, camera etc) that

can convert information, images and sound into common digital form. It includes

electronic information in processing technologies such as computer and internet,

as well as fixed line telecommunication networks ICT is an electronic

application of computing, communication, telecommunication and satellite

technology (Yusuf, 2000). The information accessed through digital technologies

can promote innovation, increase productivity and enrich the quality of lives.

Ayo (2001) defined information and communication technology as the use

of computer systems and telecommunication equipments in information

processing. In the view of Scott (2002) information and communication

technology encompasses a range of applications, communications and

technologies which aid information retrieval, research, and communications.

These include: internet access, electronic mail, CD-ROMS, telephone, online


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databases, library services and fax machines. Obiora and Francisca (2011) are of

the view that information and communication technologies include

communication devices or applications, encompassing radio, television, cellular

phones, networks, software, and satellite systems, as well as the various services

and applications associated with video conferencing and distance learning.

Information and communication technologies are advances in technologies that

provide a rich global resources and collaborative environment for dissemination

of ICT literacy materials, interactive discussions, research information and

international exchange of ideas which are critical for advancing meaningful

educational initiatives, training high skilled labour force, and understanding issues

related to economic development.

Darkwa and Anao (2004) highlighted the positive effects the utilization of

information and communication technology can hold on administration of tertiary

institutions when they averred that information and communication technology

reduces administrative cost, reduces pressure on admission processes and reduces

pressure during course registration. Whereas the utilization of information and

communication technology in the administration of schools has become

unarguably a global phenomenon and its attendant impact apparently non-

negligible. Can this be said of Colleges of Education in the south-east, Nigeria?

Hence, this study will explore and investigate the utilization of Information and

Communication Technology in offices in Colleges of Education in the South-East,

Nigeria.
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ICT utilize a broad range of technologies that are applied in the process of

collecting, starting, editing retrieving and transfer of information in various forms.

One of the major factors or agencies of national development and global

competitiveness is Education. In the last few decades, ICT has increasingly played

a critical role in all facets of human endeavors. It is being used globally to

translate ideas into realizable goals and develop same into concrete achievement.

ICT is readily useful in the areas of agriculture, engineering, medicine, law,

architecture, commerce, insurance, banking and finance as well in office

management. ICT has the potential to contribute to substantial improvement in

the office management system (Moursund, 2005). ICT have provided innovation

in the offices by using computer in typing rather than the traditional manual

typing machine that waste a lot of time and have engendered advances in

efficient, excellent delivery of manpower (Lopez, 2003). It is also widely

acknowledged that ICT can be used to improve the Quality of personnel services

in the administrative offices (Yusuf, 2000). The prevalence and rapid

development of ICT have transformed human society from the information age to

the knowledge age (Galbreath, 2000).

Emphasizing the importance of ICT on higher education, Saint (2005)

opined that the work force in the higher institution should train and re-train to

adapt in the modern technologies for qualitative functional skill to meet the

educational needs of the nation. The ability of the school management to meet

with the objectives of the school is dependent on among other things on the ability
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of the administrative personnel to adopt sound administrative models that are

efficient, effective and consistent with global best practices. This means that the

administrative personnel in the offices must perform their roles in such a manner

that embraces the global phenomenon of ICT.

Effective management of educational institutions requires that an adequate record

administration be maintained. In line with this, Salau (2005), posit that

administrative records include admission records, personnel records and physical

resource records. Admission records are permanent records showing students

particulars from the first day of admission. They help to keep track of the

students enrolment. They are a source of reference on every matter relating to

when a student came into the institution, course of study and possible date of

graduation.

Relating ICT to library services, Shariful and Nazmul (2006) defined ICT as the

use and application of computer, telecommunications and microelectronics in the

acquisition, storage, retrieval, transfer and dissemination of information. In

respect to this definition, ICT can also be seen as the use of digital system to

effectively harness and process any form of information into a well meaningful

message at a given time. For ICT to be properly harnessed users should possess

the needed computer literacy skill and this has been referred to as a comfort level

someone has with using computer programs and other applications associated

with computers.
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In view of this, it becomes imperative to ascertain how readily they utilize

ICT funds in the offices, the extent of knowledge of the administrative personnel

in the use of ICT. This will broaden our horizon as to how Nigeria is to face the

current economic and educational challenges of the global economy. It will also

open the flood gate of solutions to any identified challenges facing the

implementation of ICT as well as promote the effective policies and strategies for

utilization of ICT in offices in higher education.

1.2 Statement of the Problem

The emergence of office technologies in modern day organizations has

challenged the occupational skills of the employers including the administrative

officers. Hence, these ICTs have recently revolutionized office skills and

rendered some skills such as transcription skills, typing on the manual typewriter

has also given rise to previously unknown skills such as webpage design, desktop

publishing, networking, internet skills etc. In modern organization, this

development has obviously challenged the skills and functions of effective

management of officers.

Again, these advancements in information communication technologies has

led to the need for administrative officers/secretaries to reposition themselves in

other to continue to be relevant in their performance of office functions as well as

cope with the trend of technological changes in todays offices.


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The modern world of high technology could not have come about except for the

development of computer. ICT has opened up a new era in Managing

information/communication through the techniques of automation and this has

changed communication systems. ICT has made administrators/secretarial job

more competitive.

One of the main causes of poor performance among administrative officers

in most organizations is their lack of ICT skills. Many of them do not posses ICT

skills required in the various offices and have continued to negatively affect their

general performance (Lack of skills in the area of webpage design, desktop

publishing, office application, networking, proficiency in accessing the internet).

Eze (2000) maintains that any office staff of today that is lacking in ICT skill

would be boring, repetitive and would produce very little.

Sequel to the situations above and the emerging national security challenges, poor

record management in the colleges of education, poor accessibility to library

services, the problem of this study therefore is to find out the extent of utilization

of ICT in the Colleges of Education in South-east, Nigeria.

It has been observed that effective management of offices has been a matter

of concern to the school administrators (Awe, 2000 and Aghanta, 2001). The

concern has been hinged on whether or not Information and Communication

Technology (ICT) facilities are readily available in the Colleges of Education.

This is not unconnected with the shortfall in the allocation of funds to Nigerian
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colleges of Education (Onifade, 2002). Observations in the institutions show that

this shortfall could have serious consequences on the effective management of the

offices. The study is therefore designed to investigate the utilization of ICT in

offices of Colleges of Education in the South-East of Nigeria.

In most offices in the Colleges of Education in the south-east, the workers

are not skilled in the use of information and communication technology, this have

limited their ability to utilize such facilities where they are made available.

Therefore, the utilization of information and communication technologies in the

Colleges of Education in south-east, Nigeria may be incapacitated by personnel

challenges.

1.3 Research Questions/Hypotheses

The following research questions guided the study.

1. To what extent is ICT utilized in record administration in Colleges of

Education in South East?

2. To what extent is ICT utilized in the performance of library services in

Colleges of Education in South East?

3. To what extent is ICT utilized in personnel services in Colleges of

Education in South East?

4. To what extent is ICT utilized in security services in Colleges of Education

in South East?
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The following null hypotheses were formulated and tested at 0.05 level of

significance to guide the study.

H01: There is no significant difference in the extent of ICT Utilization in record

administration of colleges of education in South-East Nigeria is not

significant

H02: There is no significant difference in the extent of ICT utilization in the

provision of library services in Colleges of education in South-East

Nigeria is not significant

H03: There is no significant difference in the extent of ICT utilization in the

personnel services of Colleges of education in South-East Nigeria

H04: There is no significant difference in the extent of ICT utilization in the

security services of Colleges of education in South-East Nigeria

1.4 Purpose of the Study

The main purpose of the study is to determine the extent of ICT Utilization

in Colleges of Education in the South East, Nigeria. Specifically, the study will

seek to:

1. Find out the extent of ICT utilization in records administration in Colleges

of Education in South East.

2. Ascertain the extent of ICT utilization in the library services in Colleges of

Education in South East.


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3. Ascertain the extent of utilization of ICT in the general personnel services

in offices of Colleges of Education in South East.

4. Determine the extent of ICT utilization in security services in colleges of

education in South-East

1.5 Significance of the Study

The result of the study will be beneficial to a number of bodies and

individuals such as school administrators, administrative officers, policy makers,

students, lecturers, future researchers.

The administrative officers would be interested in the result of this study, as

the information provided would help them in carrying out their office functions

and educate them on the process of being productive in any organization.

School administrators will find the results of the study interesting as it will

reveal the need to improve in equipping the administrative offices with modern

ICT facilities which will produce quality works and effective administration of

offices. Policy makers would be interested in the outcome of this study as it will

provide invaluable framework that will guide policy formation as it affects the

administration of colleges of education especially work design and work climate.

Finally, the result of the study would serve as basis for organizing

workshop and seminars for administrative officers which will be aimed at

improving their knowledge of ICT utilization in the offices thereby improving

their productivity.
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1.6 Scope and Delimitation of the Study

The study focused on the extent of Utilization of Information and

Communication Technology in offices of Colleges of Education. The utilization

of ICT tools such as computer, printers, multimedia projector. It limited itself to

the utilization of computer and computer related tools. The study will cover only

Federal owned Colleges of Education and all offices of the administrative and

non-administrative offices.

1.7 Limitation of the Study

The study was limited to the utilization of ICT tools in offices in colleges of

educationin the south-east,Nigeria . The study covered only Federal owned

Colleges of Education and all offices of the administrative and non-administrative

offices.

1.8 Operational Definition of Terms

ICT stands for information and communication technologies and it can be defined

as a diverse set of technological tools and resources used to communicate, create,

disseminate, store and manage information (Tinio; 2003).

Perceived usefulness (U) is defined as the degree to which a user believes that

using the system will enhance his or her performance. Perceived Ease of Use

(EOU) is defined as the degree to which the user believes that using the system
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will be free from effort. Both U and EOU are specific perceptions and are

anchored to specific beliefs users hold about the system.

Technology Acceptance Model (TAM) is to predict information system

acceptance and diagnose design problems before users have experience with a

system.
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CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviewed literature related to the study. Major ideas of this

chapter were presented under the following sub-headings:

Conceptual Framework

Theoretical Review

Review of Empirical Studies on ICT and Office Management

Literature Appraisal

2.1 Conceptual Framework

The conceptual framework of the review was done under the following

headings;

- The concept of information and communication technologies: definitions of

ICT, uses of ICT in education, ICT based administrative services, ICT

policies in education.

- Constraints to the utilization of information and communication

technologies in offices of colleges of education.

- Impacts of information and communication technologies on performance of

colleges of education.

- ICT utilization in records administration

- ICT utilization in Library services

- ICT utilization in general personnel services


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- ICT utilization in security services

2.1.1 The Concept of Information and Communication Technologies

The concept of information and communication technology has received

numerous explanations in terms of its meaning. In the view of Tinio (2003), ICT

stands for information and communication technologies and it can be defined as a

diverse set of technological tools and resources used to communicate, create,

disseminate, store and manage information. Examples of ICT according to Tinio

includes radio, television, video, digital versatile device (DVD), telephone,

satellite systems, management information systems, computer and network,

hardware and software as well as the services associated with them, such as

video-conferencing and electronic mail. Oliver (1999) posits that ICT is the

science that investigates the properties and behavior of information, the force

governing the flow of information and the means of processing information for

optimum accessibility and usability. The process includes the originations,

collection, storage, retrieval, interpretation, dissemination and use of information.

Obanya (2002) states that information and communication technology is a broad

term that has to do with the harnessing of process, the methods and the product of

electronic communication related technologies and other related resources in

todays knowledge driven society, for enhancing the productivity, the spread and

efficiency of set programme activities geared towards the achievement of clearly

defined goals. The World Bank (2007) definition of information and


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communication technology states that ICTs involves the use of hardware,

software, networks and media for the collection, storage, processing, transmission

and presentation of information (voice, data, text, images) as well as related

services. Osakwe (2012) asserts that information and communication technology

can be defined as an electronic device for managing and processing information

with the use of soft and hard wares to convert, store, manipulate, protect, transmit,

manage, control and retrieve information for the enhancement and productivity of

personal and organizational activities.

In the view of Scott (2002), information and communication technologies

encompass a range of applications, communications and technologies which aid

information retrieval and research communication and administration. These

include: Internet access, electronic mail, CD-ROMS, telephone, online databases,

library services and fax machines. Scott further stated that ICT has become a

global phenomenon of great importance and concern in all aspects of human

endeavour, spanning across education, governance, business, labour, market,

shares, productivity, trade, agriculture, commerce and others.

Yusuf (2005) is of the opinion that information and communication

technology is an eclectic application of computing, communication,

telecommunication and satellite technology. Yusuf posited that the pervasiveness

of ICT has brought about rapid change in technology, social, political and global

economic transformation. The prevalence and rapid development of ICTs has

transformed human society from the information technology age to the age of
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knowledge. In fact, ICTs are becoming natural part of mans daily life, thus, the

use in education by staff and students is becoming a necessity. This is to ensure

that they participate fully in life of the contemporary information age and also to

use it to accomplish their everyday task.

Cuban (1986) noted that in recent years, there has been a groundswell of

interest in how computers and the internet can best be harnessed to improve the

efficiency and effectiveness of education at all levels and in both formal and non-

formal setting. Potashnik and Capper (2002), emphasizing the extent of

information and communication technology utilizations also indicated that the use

of computers and the internet is still in its infancy in developing countries, if these

are used at all, due to limited infrastructure and the attendant high costs of access.

The concepts explained above shows that ICT utilization in schools has gone

beyond classroom utilization and is fast becoming an inevitable part of modern

school offices and administration.

2.1.2 Utilization of Information and Communication Technologies in Offices


of Colleges of Education in South- East, Nigeria
(a). ICT Utilization and Students Affairs Administration

According to Visscher et al (2001), student administration has to do with

students enrolment, students data, students grade etc. It is vital for the school

effective operation to create databases and firm foundation to update contact

details for students and parents essential for emergencies and general home

contact.
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The process of students admission and course registration is one full of

pressure. According to Darkwa and Anao (2004), registration of courses and

details of examinations and other services are being offered online, thereby

reducing pressure during course registration. With the use of information and

communication technology, students pay their school fees online and check their

results after every examination. In the view of Thomas (2004) students

administration is an important and integral part of information administration.

This involves various activities commencing from the admission process to

learning activities till processing of results and performance analysis. The

integration of information and communication technologies in this process

enhances the overall admission activities of higher education institutions by

making it more accessible to many.

The important items identified under this category relates to the

automation of admission process through e-media. This includes admission

enquiry by students, applying for admission through electronic media,

registration/enrolment using computers, course allocation, and availability of

information like timetable/class schedule in electronic form and attendance

monitoring and maintenance through e-media. Further, it includes the various

communications relating to transport, hostel accommodation and communication

to guardians/parents. The integration also helps in expansion of the geographical

boundaries for students intake, thus, facilitating cross-border higher education.


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(b). ICT Utilization and Record Management

It was Egwunyenga (2006), who asserts that educators are fast realizing the

need for using computer for the keeping and management of school records. This

would be convenient to both administrators and academic and non-academic staff

in tertiary institutions. Records and record keeping are the life wire of

organizations.

Olagboye (2004) posits that it would be very difficult to plan and

administer any organization such as the school effectively if records are not kept

and managed properly. School records are documents, books, diskettes and files

which contain information on what goes on in the school (academic and non-

academic activities), school personnel, students as well as other school resources

such as instructional materials.

In order to make decisions on both short and long term policies, school

authorities rely on information that are on records. However, most school

authorities do not have a good culture of record keeping. The few records that are

kept are usually not properly stored, thus creating the problem of retrieval to users

when needed. Olagboye further posits that the few school authorities that have

adopted the electronic record-keeping practice in their record management system

have risen above such problems of storage and retrieval, as ICT affords the

opportunity to have a quick and easy view of all the records on school activities.

Hence by means of modern data storage facilities like computers, microfilm, CD-

ROM, Cassettes, e-mail, collaboration software and hardware, technological


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advancement had contributed to the effective storage and management of school

records.

Osakwe (2012) classified records kept and managed in tertiary institutions

into management records, administrative records, reference records and students

record. Management records are records of meetings, procedures, decisions and

resolutions kept as important reference materials through which institutions keep

track of changes in their procedures, practices and to know the state of

transparency of their activities in the past and present. They also stand as the basis

for determining what should be done in the future.

Daramola (1995) opines that reference records are policy records

which must be owned by the institutions. They include government policies,

decisions of governing council and procedures on funding and moral codes.

(c). ICT Utilization and Financial Budgeting and Performance Tracking

Blandford (1997) posits that the mean use of spreadsheets contains

worksheets to perform calculations, databases to store, sort, extract and analyze

data quickly, and charts and graphics to present information in an easily

understood way. The use of ICTs in financial budgeting and performance tracking

will enhance transparency, probity and accountability in the conduct of financial

transactions of colleges of education. It will make the preparations of financial

statements easier and more accurate; this will ensure that deviations from

financial budget in terms of intentions and actual performance are detected easily.
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Above all, it will instill job satisfaction and promote the overall performance of

staff in that functional unit by making their task easier and interesting.

(d). ICT Utilization and General Administration Services

Ulf and Elzbieta (2009) mentioned that communication and general

administration are the two main areas in which ICT is used in the management of

education institutions. According to Hossein (2008), information and

communication technology provides general facilities and possibilities for

educational administrators to do their task. Information and communication

technologies reduce administrative cost. The use of internet, intranet and extranet

could reduce administrative cost because the information on the internet can be

sent to all departments without having to do it individually. Boddy et al (2005)

posits that school year evaluation is a critical aspect of school administration.

Information and communication technology help administrators to retrieve

evaluative information in relation to budgets, academic results and other vital

resources. ICT enables school administrators to update and record changes in

schools environment, to produce records regarding operational activities of the

school to support decision and action making due to the fact that ICT systems

present reality at any moment; to communicate data (exchange messages and data

between school staff and other schools or organizations).

(e). ICT Utilization and Procurement Services


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E-procurement is another paradigm as a result of development in

information and communication technology. E-procurement according to Bof and

Previtali (2010) is a collective term for a range of different technologies that can

be used to automate the internal and external processes associated with the

sourcing and ordering process of goods and services.

They further states that on-line purchases and payment for goods and

services in virtual markets constitutes crucial elements of e-procurement.

Successful adoption leads to potential benefits, which include the reduction of

transaction costs, operational efficiencies, and a better foundation for decision

making. Considering the specialized nature of colleges of education and its

peculiarity, e-procurement system can fit and be beneficial in dealing with

purchases and supply. While e-procurement has impact on cost reduction,

efficiency/productivity, effectiveness and transparency, According to Panayiotou

(2004), other specific benefits include:

Acceleration of execution time.


Reducing the time of the purchasing process.
Reducing the expenses of announcements management.
Simplification of processes, resulting from a re-engineering of such
processes.
The direct and constant monitoring of spending by conducting
comparative analysis between the purchasing of products in different
institutions.
Professional growth of employees.
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The opportunity to spend time out of routinely administrative tasks


(automated by new tools) through activities with higher added value
to the function specific purchases (e.g. marketing intelligence).
A major transparency due to the uniformity of access to information
without discrimination since the tender documents are online, to the
standardization of procedures to ensure that processes can be more
easily controlled by external actors in time and according to the
quality of services provided in that each supplier will not be
discriminated against.

(f). ICT Utilization and Personnel Services

Staff administrative support services can be enhanced through the

utilization of ICTs. Staff administration support services according to Horn and

Siew (2011) requires ICT tools embedded in them with special features meant to

take care of the management of training facilities, tools and equipments both in

hard and soft copy. They further posit that ICT tools such as Facility

Management System (FMS), File Booking System (FBS), Building Control

Management System (BCMS) and Resource Tracking and Management System

(RTMS) could help staff to use school facilities conveniently.

The discussions above as advanced by different authorities suggest that

information and communication technologies utilization can be adopted in all the

functional areas of offices of colleges of education.

(g) ICT Utilization in Library Services


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Alakpodia (2010) opined that one of the bases of accessing a country as

developed is the extent to which its information system is enhanced to improve its

socio-economic growth. The creation of institutional libraries, have strengthened

and improve quality of learning, teaching and research in our various institutions.

An institution without a library is like a dead duck. Library can be said to be an

institutional tool used to emblaze teaching, learning and research in any

institution. Haruna and Oyelekan (2010) opined that academic libraries are

meant to enhance access to variety of information resources and range of services.

The integration of Information and Communication Technology (ICT) in library

in the 1960s did not only add flavour in library activities such as shelving,

arrangements, easy assessment etc. but also globalized the use of library resource.

For ICT to be a valuable tool in any society, there must be the capability to

harness, retrieve, process, transmit and replicate any form of information as being

demanded.

Haneefa (2007) opined that despite the replacement of traditional resources of

special libraries with the ICT based resources, the ICT based resources and

services are being under-utilized by users. Hence, there is a need for proper

utilization of such libraries facilities.

Satpathy, Maharana and Panda (2012) argued that there is an imbalance between

users skill and ICT based library services trends. Hence libraries regularly should

update and provide better library services to users. Alakpodia (2010) argues that

there is a need for todays librarians to embrace information literacy skill for this
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will enable them to function properly in this 21st century. With daily explosion of

information resources, librarians are faced with challenges of using these

resources effectively and responsibly. Hence, there is a need for provision of

instruction information literacy.

2.1.3 Constraints to the Utilization of Information and Communication


Technology in Offices of Colleges of Education in South-East, Nigeria.
The utilization capacity of information and communication
technologies in Nigeria Colleges of Education is limited by some constraints.
Philip et al (2010) discussed these constraints to include:
Inadequate Infrastructure
Tertiary institutions in Nigeria lack adequate ICT infrastructures to effectively tap

into the opportunities offered by the cyberspace. Personal computers (PCs)

according to them are available in most Nigerian tertiary institutions but they are

not readily accessible. The basic software needed are not available and there is

also lack of computer aided interaction. Internet connectivity is available in most

tertiary institutions in Nigeria, but in most cases, the bandwidth subscribed to

(which determine speed of access) is too small to support any meaningful activity

during peak period. Some institutions have subscribed to virtual Library sites

whereby members can access materials such as professional journals. Also some

institutions have CD-ROM collections on specialized fields, but the currency of

the information on the CDs cannot be guaranteed as no effort is made to update

them.
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To Emetaron (2001), the non-existence of basic and adequate physical

facilities such as accommodation space computers with internet connectivity,

electric generators and adequate furniture pose great problems in the usage of

ICT.

Inadequate Funding

This is the major challenge confronting the acquisition and utilization of

ICT in Nigerian tertiary education. Most institutions solely rely on their

proprietor and the bulk of such fund goes to servicing the overhead cost.

According to the OECD (2005) report, since no clear sustainable business model

has yet emerged for commercial provisioning of e-learning, and failures have

been more numerous than success, institutions are not willing to invest the little

fund available on them.

Ibadin (2001) averred that financial resources form a key to the successful

implementation and integration of ICT in school administration. Ibadin posits that

the current level of funding of tertiary institutions by their owners and the

decrease in budgeting allocation to the education sector is a major area of

constraint to the provision of ICT facilities.

Inadequate Skilled Manpower

Inadequate ICT technical personnel is a major problem in Nigerian

tertiary institutions. The reason for this can be ascribed to the lucrative job

opportunities available to ICT professionals. The situation has made institutions


26

rely on commercial private ventures to provide support for the few ICT facilities

available.

In the opinion of Osundina (2007), there is shortage of expertise that can

handle the installation, operation and maintenance of ICT facilities. These areas

are essential to the application of ICT.

2.2 Theoretical Review

The major theory of ICT utilization used in this work is the

2.2.1 Adaptive Structuration Theory (AST)

Desanctis and Porle (1994) based on Anthony Giddens (1984) Structuration

Theory propounded the adaptive structuration theory (AST). The AST was viewed

relevant for this study because it examines the change process from two vantage

points: the type of structures that are provided by advanced technologies, that is

management information systems, internet and electronic databases and the

structures that actually emerge in human action as people interact with these

technologies (efficiency, quality, consensus, commitment and effectiveness).

Proponents of Adaptive Structuration Theory contend that developers and users of

these systems (ICT) hold high hopes for their potential to change organizations

for the better, but actual changes often do not occur, or occur inconsistently. De-

Sanctis and Porle (1994) add that the past decade has brought advanced

information technology, which include electronic messaging systems, executive

information systems, collaborative systems, group decision support systems, to


27

enable multiparty participation in organizational activities through sophisticated

information management.

However, many researchers believe that the effects of advanced technologies are

less a function of the technologies themselves than how they are used by people.

Motovou (2009) posits that the impact of information and communication

technology can only be realized if the interaction between technological tools and

human are effective; it is not only technology itself that brings change in the

institution. Siegel et al (1986) averred that in this context of advanced

technology, the actual behaviours of technology users often differ from the

intended impact of the technology fails to yield any effect or the effect

unnoticeably happens.

In Adaptive Structuration Theory (AST) it is pointed out that people

adapt systems to their particular work needs, or they resist them or fail to use

them at all, and there are wide variances in the patterns of computer use and

consequently their effects on decision making and other outcomes.

2.2.2 Innovation Diffusion Theory

Perhaps the principal theoretical perspective on technology acceptance is

innovation diffusion theory, which has been applied at both individual (ROGERS)

and organizational (ZALTMAN ET AL.,) levels of analysis. Its primary intention

is to provide an account of the manner in which any technological innovation

moves from the stage of invention to widespread use (or not). Though not
28

concerned with information technology exclusively, diffusion theory offers a

conceptual framework for discussing acceptance at a global level.

Diffusion theory posits five characteristics of innovations that affect their

diffusion: relative advantage (the extent to which a technology offers

improvements over currently available tools), compatibility (its consistency with

social practices and norms among its users), complexity (its ease of use or

learning), trialability (the opportunity to try an innovation before committing to

use it), and observability (the extent to which the technology's outputs and its

gains are clear to see). Each of these characteristics on its own is insufficient to

predict either the extent or the rate of diffusion, but diffusion studies have

demonstrated that innovations affording advantages, compatibility with existing

practices and beliefs, low complexity, potential trialability, and observability,

will be more extensively and rapidly diffused than an innovation with the cluster

of opposite characteristics (ROGERS). An early meta-analysis of the innovation

diffusion literature found that three of these characteristics had the greatest

influence on adoption: compatibility and relative advantage were positively

related to innovation adoption (p < .05), while complexity was negatively

related to adoption at marginally significant (p < .062) levels (TORNATZKY

KLEIN).

2.2.3 Technology Acceptance Model


29

One of the most widely cited according to Davis' (1989) is Technology

Acceptance Model (TAM). The goal of TAM is to predict information system

acceptance and diagnose design problems before users have experience with a

system. TAM predicts that user acceptance of any technology is determined by

two factors: perceived usefulness and perceived ease of use.

Within TAM, perceived usefulness (U) is defined as the degree to which a user

believes that using the system will enhance his or her performance. Perceived

Ease of Use (EOU) is defined as the degree to which the user believes that using

the system will be free from effort. Both U and EOU are specific perceptions and

are anchored to specific beliefs users hold about the system. According to TAM,

U and EOU have a significant impact on a user's attitude toward using the system

(A), defined as feelings of favorableness or unfavorableness toward the system.

(Thus, attitude is a general construct not tied to any specific beliefs about the

technology.) Behavioral intentions to use the system (BI) are modeled as a

function of A and U. BI then determines actual use. Research has consistently

shown that BI is the strongest predictor of actual use (Davis et al., Taylor Todd).

There are several interesting differences between TAM and TRA. First, Davis et

al explicitly dropped subjective norms from the model, arguing that the subjective

norm construct is context-driven. They explain that, while subjective norms may

be important in some settings, in the empirical work validating TAM, it was not

found to be an important predictor of intentions. Davis et al explain that, because

the technology studied was of a personal and individual nature (i.e., use of the
30

technology was not dependent on others' use of the same technology), system

usage was not likely driven by social influences Another important difference is

that TAM proposes a direct path from perceived usefulness to intention, violating

TRA which shows attitude completely mediating the relationship between beliefs

and intention. According to Davis et al, in the work environment, intentions to use

IT may be based on its anticipated impact on job performance, regardless of the

individual's overall attitude toward that system. In other words, even though an

employee may dislike a system, that employee may still use the system if it is

perceived to increase job performance (thus, it has high perceived usefulness). A

final note of interest regarding TAM's divergence from TRA is the direct effect of

EOU on U. In other words, when faced with two systems offering identical

functionality, a user should find the easier one to be more useful. Davis states that

if a user becomes more productive via ease-of-use enhancements, then he or she

should become more productive overall. The converse (that U influences EOU)

does not hold, however. Thus, from a theoretical perspective, perceived ease of

use influences perceived usefulness, but not vice versa.

2.2.4 Socio-Technical Systems Theory of Acceptance

The socio-technical systems perspective has become influential in the analysis of

the organizational impact of technology. Originating in work carried out by the

Tavistock Institute in London (e.g.,Trist et al. 1987,) on the introduction of mining

technology in Britain, socio-technical systems theory views any organization as


31

an open system of interdependent sub-units, transforming inputs to desired

outputs. As the theory has moved on from its original psychodynamic model of

human behavior, the term "socio-technical" has become synonymous with almost

any analysis of a configuration of technology and users (Cherns 1976), though its

use in the present chapter is linked more closely to the researchers and

theoreticians who have developed the concept.

A fundamental tenet of socio-technical systems thinking is that a technology on its

own (in the form of its technical capability) has little meaning for purposes of

organizational analysis, being truly comprehensible only in terms of the context in

which it is embedded and, by extension, the organizational goals or

transformations that it serves or enables (Pasmore Sherwood,). Moving beyond a

concern with one user and an interface, socio-technical systems theory argues that

a network of social relationships surround all working practices (e.g., cooperation

among workers over the course of a task, supervisory relationships, and general

social interaction) (Argyle, 1972). The gainful employment of any technology

hinges on the ability and willingness of users to employ it for worthwhile tasks

(i.e., those deemed central to the organization's goals). Accordingly, any

technology cannot be analyzed or understood in isolation of the goal-oriented

organization it is intended to support. In order to jointly optimize both the social

and technical attributes of any organization, allowance must be taken at the

engineering level of the social dynamics of any organization or sub-unit within it

(Cherns). Socio-technical systems theory has given birth to a framework for


32

technology design that emphasizes holistic job satisfaction (rather than just task

performance) and user participation throughout the development process

(Mumford). Thus, socio-technical theorists recommend the analysis of all

stakeholders, not just the direct users of a technology, the formation of planning

groups to oversee the design, the performance of prototyping exercises, and the

analysis of likely impact the technology will have on the organization (Eason).

The intention of such a design process is to avoid unpleasant side effects in

working practices and to ensure as much a social solution as a technical solution

to the computing needs of an organization.

2.2.5 System Theory

Systems theory is an interdisciplinary theory about every system in nature, in

society and in many scientific domains as well as a framework with which we can

investigate phenomena from a holistic approach (Capra, 1997). Systems thinking

come from the shift in attention from the part to the whole, considering the

observed reality as an integrated and interacting unit of phenomena where the

individual properties of the single parts become indistinct. In contrast, the

relationships between the parts themselves and the events they produce through

their interaction become much more important, with the result that system

elements are rationally connected towards a shared purpose (Golinelli, 2009). The

systemic perspective argues that we are not able to fully comprehend a

phenomenon simply by breaking it up into elementary parts and then reforming it;

we instead need to apply a global vision to underline its functioning. Although we


33

can start from the analysis of the elementary components of a phenomenon, in

order to fully comprehend the phenomenon in its entirety we have to observe it

also from a higher level: a holistic perspective.

Systems theory encompasses a wide field of research with different

conceptualizations and areas of focus. Specifically, within management and

marketing, a number of authors and scholars have adopted implicitly or

explicitly a vision of organizations as systems with the aim of analyzing the

relationship between organizations and their environment.

2.3 Empirical Studies

One of such studies is a study conducted to investigate the impact of

Information Communication and Technology (ICT) on the effective management

of Universities in South-East Nigeria by Adeyemi (2011). Ex-post facto and

descriptive research design was used. The population comprised all the 11 public

Universities in the 6 states of south west Nigeria. Purposive and stratified random

sampling technique was used to determine the sampled unit. Data collected were

analyzed through Frequency counts, percentages and Pearson moment

Correlation. Results obtained shows that Information and Communication

Technology has significant impact on the effective Management of Universities in

South-East Nigeria. While Adeyemis work focused on the relationship between

ICT and effective university management, this study will concentrate on

investigating the extent of ICT Utilization in Colleges of Education


34

In another study, Adedeji (2011) investigated the level of availability and

use of ICT in some South West Nigerian Colleges of Education. Simple random

technique was used for the study. A population of 105 administrative staff was

used and data collected was analyzed electronically with SPSS. The results show

that less than 35% of the sampled colleges use computers. Presently, this suggest

that low level of the utilization of ICT gadgets in colleges of education is

associated with non-availability of ICT equipment and the respondents

disgruntled and sluggish use and integration of ICT in their work processes.

Adedjis study and the present study appears to have certain similarity since they

both addressed the issue of ICT utilization. However, the difference lies in both

the time and geographic scope. While Adedeji focused on Colleges of Education

in the South-western part of Nigeria, the present study will focus on the South-

eastern part of Nigeria.

Furthermore, a study by Jude and Dankaro, (2012), investigated the

Utilization of ICT in the effective delivery of service by staff in Colleges of

Education (COE) Kesfura-Ala, Benue State, Nigeria. A total of two hundred and

eight-seven staff were sampled. The researchers adopted ex-post facto research

design. Data collected was analysed using frequency and percentages. The result

of the study was 87.5% of the staff lack the use of computers and 82.5% of the

staff were not connected to internet services. The study concludes that ICT

resources were not available and for that reason they lack access to internet

services
35

The result obtained by Jude and Dankaro (2012) appears to address only the

utilization of internet services thereby making its focus limited in terms of areas

of ICT utilization. The present study however is going beyond this limitation by

incorporating other aspects of ICT

Using the binomial distribution to analyze the data on a study titled: The

impact of ICT in the offices of Mai Idris Alooma Polytechnic, Geidam, Yobe

State, Nigeria, Uchenna (2010), finds among other things that majority of the

respondents spend less time doing their work with computer due to speed,

efficiency and effectiveness, that most respondents lack the basics of computer

operation and indicated that their greatest computer threat is computer virus,

software malfunctioning, lack of power supply and fear of system failure. The

study further revealed the challenges of using ICT facilities in office in relation to

administration as Finance, Technological Innovation and Knowledge Expertise.

Uchenna (2010) in his study concentrated on the challenges that affect ICT

utilization in Mai Idris Alooma polytechnic while this present study seeks to

understand the extent to which ICT is utilized in offices of Colleges of Education

in South-east Nigeria. Their differences can be seen in the area of content scope,

geographical scope and even in the methodology adopted

Adegun (2014), investigated the use of ICT among women of tertiary institutions

in Ekiti State. Three research questions and one hypothesis guided the study based

on knowledge, usage and challenges facing women in the use of ICT. The study

was a descriptive research design of the survey type. The population comprised all
36

the tertiary institutions in the state. A sample of one university, only one existing

polytechnic and college of education was purposively used for the study. A self

designed and validated questionnaire was used for data collection. Data obtained

were analyzed using the simple percentage, mean and one way ANOVA. The

study revealed that the women have adequate knowledge of the ICT tools that

could enhance their effectiveness, the usage of ICT was low among women and a

number of challenges such as domestic pressure, erratic power failure,

unavailability of the necessary tools, lack of adequate training and others were

faced by women. It was recommended that an enabling environment that will

encourage the usage of ICT by women in the tertiary institutions should be

created. Moreover, an effective and sustainable ICT policy and programmes that

will enhance ICT usage by women should be put in place.

Soneye (2013) conducted a study on the Impact of Application of

Information and Communications Technology (ICT) in the administration of

Polytechnics in Ogun State, Nigeria. The study population comprised five

polytechnics in Ogun State, Nigeria. These polytechnics were: one Federal

Polytechnic, one State owned Polytechnic; one Private owned Polytechnic and

two ICT based Polytechnics. Sixty subjects were randomly selected from the

population. However, related literatures were reviewed from textbooks, journals

and past researches. The research instruments were questionnaire which was

statically analyzed with contingency tables, while the hypotheses were both tested

at 5% level of significance using the mean statistic. It was discovered that there is
37

a significant relationship between Information and Communications Technology

(ICT) and the administration of polytechnic. Therefore, the finding revealed that

the proprietors of polytechnics (Federal Government, State Government and

private individuals) should procure more ICT facilities and equipment to enhance

efficiency and effectiveness in administration of polytechnics. This study

suggested that administrators of polytechnics should place greater emphasis on

ICT in their respective institutions to foster capacity building of human resources,

material resources and financial resources.

It should be observed that the empirical studies reviewed in this study

concentrated on the availability of Information and communication technology in

College of Education and were all done outside the South-East zone. This study

which is on the extent of utilization of Information and communication

technology in Colleges of Education has therefore filled both a content and

geographical gap by addressing the degree or extent to which information and

communication technology are used in Colleges of Education in South-East

Nigeria.

2.4 Literature Appraisal

The researcher in this chapter presented some of the existing body of

knowledge in this field of study. The review was presented under the following

headings: Conceptual, theoretical and empirical review. Under the conceptual

review, the researcher examined; the concept of Information and communication


38

technology national policy for Information and communication technology ,

areas of Information and communication technology utilization in colleges of

education, limitations to Information and communication technology utilization

and the impacts of Information and communication technology utilization on

colleges of education performance. He also took into review some of the studies

conducted by different authorities.


39

CHAPTER THREE

METHODOLOGY

The researcher presented this chapter under the following sub-headings;

research design, population of the study, sample and sampling techniques,

instrument, validity and reliability of the instrument, administration of instrument,

and method of data analysis.

3.1 Research Design

The design adopted for the study was the descriptive survey design,

because the study was aimed at collecting data on ICT utilization in colleges of

education, and describing the data collected through a questionnaire in a

systematic manner (Nworga 2006). Furthermore, the choice of descriptive survey

design was appropriate since the number of element (population) under study was

known.

3.2 Population of the Study

The target population for the study consisted of all senior personnel in the bursary,

student affairs, and admission units of the eleven (11) Colleges of Education in

the South-East Nigeria which the available record places at 554 personnel. The

schools include (See Appendix III) (NCCE, 2009)


40

3.3 Sample and Sampling Technique

A sample of two hundred and thirty two (232) respondents was selected

through the Simple random sampling technique (balloting). The sample was made

up of Ninety eight (98) males and one hundred and thirty four (134) females.

3.4 Instrument

The instrument for data collection for the study was a structured

questionnaire. The Questionnaire was titled Information and Communication

Technology Utilization Questionnaire (ICTUQ). The Questionnaire comprised of

two sections namely sections A and B.

Section A contained questions on the demographic data of the respondents

while section B contained statement items based on the specific purposes of the

study. The questionnaires were structured in a likert format of very large extent

(VLE), (5); large extent (LE),(4); undecided (U), (3); very low extent (VLE),(2);

and low extent (LE)(1).

3.5 Validity and Reliability of the instrument

The researcher submitted the research instrument together with the research

topic, research questionnaire, purpose of the study and research hypotheses to

three experts in the department of Business Education and two experts in

Educational Measurement and Evaluation for face and content validation, the

experts were requested to vet the instruments in terms of clarity, appropriateness,


41

and relevance to the content. Their inputs were used to further modify the items

to ensure their suitability in eliciting the required information. Validation as

opined by Nworgu (2006) refers to the extent which an instrument measures what

it was designed to measure. Effecting the inputs of the experts, helped in ensuring

face and content validity of the instrument. The researcher used pilot study to

establish validity by selecting some respondents from the study organization and

conducting a trial-testing of the instrument on them, after which corrections were

made on the instrument.

The test-retest method was used to determine the coefficient of reliability.

A comparison of the outcome of the two different tests will show whether the

research instrument is reliable. The pre-testing or testretest will be conducted

twice in the institutions with a gap of two weeks. In each case the researcher will

compute the spearmans product moment correlation coefficient which is denoted

by r with the aid of statistical software known as SPSS version 20.0 and the

instrument was regarded as reliable since the value of r is greater than 0.5.

3.6 Administration of the Instrument

Copies of the Instrument were administered on the spot by the researcher

and her three research assistants. The research assistants were used to ensure that

the instruments were dispensed and collected as soon as the respondents were

through. The research assistants were trained for 2 days to enable them

understand the aim of the study, administration of the instrument and effective

method of collection of the instrument.


42

3.7 Method of Data Analysis

In analyzing the data collected, mean and standard deviation were used to

answer the research questions posed while the Chi-Square statistical tool was used

to test the hypotheses at 5% level of significance. The decision rule was to reject

the null hypothesis if the p-value is less than the level of significance.
43

CHAPTER FOUR

DATA ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS

In this Chapter, analyses of data collected were presented. The results of the
analyses were presented in tables and the summary of the findings was also given.

4.1 Analysis of Data

Here, the data was analyzed by analyzing the research questions, and thereafter
the hypotheses were analytically justified.

Research Question I: To what extent is ICT utilized in record administration in


Colleges of Education in South East?

Table 4.1: Mean Responses on to what extent is ICT utilized in record

administration in Colleges of Education in South East

S/ Item Statement N X Decisio


N n
1. Our college admission unit maintains electronic database of 23 4.6 Agreed
students
2 7
2. Record filing in our college is done electronically 23 4.4 Agreed
2 3
3. Our offices use computer for the storing of information 23 4.1 Agreed
2 8
4. Internal and external correspondences are stored using ICT 23 4.5 Agreed
gadgets
2 8
5. There is a central ICT driven record pool in our college 23 4.3 Agreed
2 6
Cluster Mean 4.4
4
44

The result of Table 4.1 shows that the mean response scores on to what extent is
ICT utilized in record administration in Colleges of Education in South East
agreed to the items with mean scores above the criterion mean of 3.00.

Research Question II: To what extent ICT is utilized in the performance of


library services in Colleges of Education in South East?

Table 4.2: Mean Responses on to what extent ICT is utilized in the performance
of library services in Colleges of Education in South East

S/N Item Statement N X Decision


6. Libraries in our college are connected to the internet 232 4.47 Agreed
7. Online books and other materials are available for 232 4.34 Agreed
staff and students use in our libraries.
8. Our libraries adopt electronic cataloguing of books 232 4.28 Agreed
and other materials.
9. Users can loan books from our libraries online. 232 4.68 Agreed
10. Our libraries adopt e-procurement in the purchase of 232 4.45 Agreed
books and other relevant materials.
11. Users of our libraries are checked into the library 232 4.23 Agreed
using ICT gadgets.
Cluster Mean 4.41

The result of Table 4.2 shows that the mean response scores on to what extent is
ICT utilized in the performance of library services in Colleges of Education in
South East agreed to the items with mean scores above the criterion mean of 3.00.

Research Question III: To what extent ICT is utilized in personnel services in


Colleges of Education in South East?

Table 4.3: Mean Responses on to what extent ICT is utilized in personnel services
in Colleges of Education in South East
45

S/ Item Statement N X Decision


N
12 There is an established human resource information 232 4.57 Agreed
system in our college
13 Staff recruitment is done through the internet. 232 4.30 Agreed
14 Staff assessment is done electronically. 232 4.18 Agreed
15 We operate integrated personnel and pay roll system. 232 4.54 Agreed
16 Our staff salaries are paid electronically. 232 4.48 Agreed
17 Our staff members are trained online. 232 4.23 Agreed
18 Personnel retirement and pensions are managed 232 4.46 Agreed
electronically.
19 Personnel postings and redeployment are done 232 4.35 Agreed
electronically
Cluster Mean 4.39

The result of Table 4.3 shows that the overall mean response scores on to what
extent is ICT utilized in personnel services in Colleges of Education in South East
agreed to the items with mean scores above the criterion mean of 3.00.

Research Question IV: To what extent ICT is utilized in security services in


Colleges of Education in South East?

Table 4.4: Mean Responses on to what extent ICT is utilized in security services
in Colleges of Education in South East

S/ Item Statement N X Decision


N
20 Our staff and students identity card has biometric 232 4.57 Agreed
chip
21 Moveable asset in our colleges are equipped with ICT 232 4.30 Agreed
tracking devices
22 Our school environment is equipped with satellite 232 4.18 Agreed
imagery devices
23 Our security patrol vehicles are fitted with aerial 232 4.54 Agreed
surveillance devices
24 Close Circuit Television camera is part of our 232 4.48 Agreed
schools security system
46

25 We use geo-location devices that are used to detect 232 4.15 Agreed
physical environmental threats like earth tremor and
erosion in our school
26 Our offices are fitted with smoke/fire alert system 232 4.31 Agreed
27 Record storage systems in our college are fitted with 232 4.32 Agreed
anti-fire devices.
Cluster Mean 4.36

The result of Table 4.4 shows that the overall mean response scores on to what
extent is ICT utilized in security services in Colleges of Education in South East
agreed to the items with mean scores above the criterion mean of 3.00.

Testing of Hypotheses

Hypothesis One

H01: There is no significant difference in the extent of ICT Utilization in record

administration of colleges of education in South-East Nigeria.

Table 4.5:Chi-square test table on responses on HO1:

Chi-Square Tests

Value df Asymp. Sig. (2-


sided)

Pearson Chi-Square 44.853a 16 .000


Likelihood Ratio 46.260 16 .000
Linear-by-Linear Association .095 1 .758
N of Valid Cases 1160

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count
is 7.80.

From the above table, Since the p-value or sig. (0.000) < the alpha level (0.05),
we reject the null hypothesis and conclude there is significant difference in the
47

extent of ICT Utilization in record administration of colleges of education in


South-East Nigeria is not significant.

Hypothesis Two

H02: There is no significant difference in the extent of ICT utilization in the

provision of library services in Colleges of education in South-

East,Nigeria.

Table 4.6:Chi-square test Responses on HO2 :

Chi-Square Tests

Value df Asymp. Sig. (2-


sided)

Pearson Chi-Square 54.790a 20 .000


Likelihood Ratio 56.557 20 .000
Linear-by-Linear Association .655 1 .418
N of Valid Cases 1392

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count
is 31.33.

From the above table, Since the p-value or sig. (0.000) < the alpha level (0.05),

we reject the null hypothesis and conclude there is significant difference in the

extent of ICT utilization in the provision of library services in Colleges of

education in South-East Nigeria is not significant.

Hypothesis Three

H03: There is no significant difference in the extent of ICT utilization in the

personnel services of Colleges of education in South-East Nigeria


48

Table 4.7: Chi square test Responses on HO3:

Chi-Square Tests

Value Df Asymp. Sig. (2-


sided)
a
Pearson Chi-Square 83.411 28 .000
Likelihood Ratio 83.845 28 .000
Linear-by-Linear Association 3.506 1 .061
N of Valid Cases 1856

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count
is 32.00.

From the above table, Since the p-value or sig. (0.000) < the alpha level (0.05),

we reject the null hypothesis and conclude that there is significant difference in

the extent of ICT utilization in the personnel services of Colleges of education in

South-East Nigeria

Hypothesis Four

H04: There is no significant difference in the extent of ICT utilization in the

security services of Colleges of education in South-East Nigeria.

Table 4.8:Chi-square test table on HO4:

Chi-Square Tests

Value df Asymp. Sig. (2-


sided)

Pearson Chi-Square 178.072a 28 .000


Likelihood Ratio 180.974 28 .000
Linear-by-Linear Association 2.703 1 .100
N of Valid Cases 1856

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count
is 25.92.
49

From the table above, Since the p-value or sig. (0.000) < the alpha level (0.05),

we reject the null hypothesis and conclude that there is significant difference in

the extent of ICT utilization in the security services of Colleges of education in

South-East Nigeria

4.2 Discussion of Findings

In the discussion of the findings, the results of the analysis were discussed. The
null hypothesis for research question one was rejected which implied that there
was significant difference in the extent of ICT Utilization in record administration
of colleges of education in South-East Nigeria. The finding agreed with
Egwunyenga (2006), who asserts that educators are fast realizing the need for
using computer for the keeping and management of school records. It was in line
with Olagboye(2004) who posits that the few school authorities that have adopted
the electronic record-keeping practice in their record management system have
risen above such problems of storage and retrieval, as ICT affords the opportunity
to have a quick and easy view of all the records on school activities.
In the second research question, the null hypothesis was also rejected
implying there was significant difference in the extent of ICT utilization in the
provision of library services in Colleges of education in South-East Nigeria. The
finding disagreed with Alakpodia (2010) who argues that there is a need for
todays librarians to embrace information literacy skill for this will enable them to
function properly in this 21st century. He also said that with daily explosion of
information resources, librarians are faced with challenges of using these
resources effectively and responsibly. Hence, there is a need for provision of
instruction information literacy. The study agreed with Oyelekan (2010) who
opined that academic libraries are meant to enhance access to variety of
information resources and range of services. He said that the integration of
Information and Communication Technology (ICT) in library in the 1960s did not
50

only add flavour in library activities such as shelving, arrangements, easy


assessment etc. but also globalized the use of library resource.
In the third hypothesis, the null hypothesis was rejected, which implied
that there was significant difference in the extent of ICT utilization in the
personnel services of Colleges of education in South-East Nigeria. This was in
line with Staff administration support services according to Horn and Siew (2011)
that requires ICT tools embedded in them with special features meant to take care
of the management of training facilities, tools and equipments both in hard and
soft copy. They further posited that ICT tools such as Facility Management
System (FMS), File Booking System (FBS), Building Control Management
System (BCMS) and Resource Tracking and Management System (RTMS) could
help staff to use school facilities conveniently.
51

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

The Chapter focused on the following research issues; Conclusion and


Recommendation.

5.1 Summary of the Findings

The resarch work was to ascertain the extent of ICT Utilization in Colleges of
Education in the South East, Nigeria. Hence, it became necessary to summarize
the findings. The null hypothesis for research question one was rejected which
implied that there was significant difference in the extent of ICT Utilization in
record administration of colleges of education in South-East Nigeria. In the
second research question, the null hypothesis was rejected implying that the
extent of ICT utilization in the provision of library services in Colleges of
education in South-East Nigeria was significant. The null hypothesis in research
question three was rejected implying that there was significant difference in the
extent of ICT utilization in the personnel services of Colleges of education in
South-East Nigeria. Finally, the null hypothesis in research question four was
rejected implying that there was significant difference in the extent of ICT
utilization in the security services of Colleges of education in South-East Nigeria.

5.2 Conclusion

In conclusion, the researcher focused on the extent of ICT Utilization in Colleges


of Education in the South East, Nigeria. The researcher does not expect
everybody to share in all their views because the researcher believes where
everybody is really thinking.

Data were obtained through questionnaires and the results were all collected
according to their research questions. Through the available data at the
researchers disposal, the researcher was able to discover the followings.
52

The extent of ICT Utilization in record administration of colleges of


education in South-East Nigeria is significant.
The extent of ICT utilization in the provision of library services in Colleges
of education in South-East Nigeria is significant.
The extent of ICT utilization in the personnel services of Colleges of
education in South-East Nigeria is significant.
Finally, it can be concluded that there was a weak relationship between the extent
of ICT utilization in record administration, provision of library services and
personnel services of Colleges of education in South-East Nigeria.

5.3 Implications of the Study

The researcher discovered that there was a weak relationship between the
extent of ICT utilization in record administration, provision of library services and
personnel services of colleges education in South-East, Nigeria. This will lead to
loss of essential documents in the side of the college administration and loss of
academic information of students in data base.

This study will spur the management of colleges of education into action to
fully utilize ICT in their schools. This ICT when fully utilized, will lead to
effective administration, easy research for both students and lecturers and as well
up-dated information as it regards online teaching and learning.

Finally, students will show high performance in academics as ICT


equipments such as audio visual aids are used to impart knowledge easily to
students.

5.4 Recommendation

From the study, it could be concluded that many institutional administrators in the
college understudied are not ICT driven and government on its own part also
53

failed to provide ICT facilities in the College of Education. Based on the findings
of the study, the following suggestions are recommended:
i. Adequate provision of ICT facilities should be made into the college of
education South-East of Nigeria by the government.
ii. Institutional Administrators should be encouraged to be ICT driven so as to
boost their productivity.
iii. Government should creat--------------------------------------------------e ICT
awareness and effective training of the institutional administrators.
iv. Government should carry out needs assessment to facilitate development
and deployment of ICT in college of education.
v. Emphasis should be made on the policies that will promote the use of ICT
for administrative purposes in Colleges of Education.

5.5 Suggestions for Further Research


Due to the limitations to this study, the researcher cannot claim absolute
perfection in this study. Therefore, the researcher suggest more indebt studies on
the topic and on other related topics using other colleges of education and other
zones. This will bring a comparison between this work and other works.
However, further researches being carried on this topic will encourage
criticisms of this work which will encourage more researches on this topic.
54

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62

Appendix I

QUESTIONNAIRE

Educational Administration and


Planning Dept.
School of Post Graduate Studies
National Open University
Owerri Study Centre

Dear Respondents,

I am a postgraduate student of National Open University OF Nigeria, Owerri


Study Centre. The questionnaire is on the above subject matter; utilization of
information and communication technology in offices in Colleges of Education in
South-East Nigeria.

The respondents sincere and accurate responses on the issues raised in this
questionnaire are kindly solicited.

The responses will be treated with utmost confidentiality.

Thanks.

Yours sincerely,

Iheagwara Beatrice N.
63

SECTION A

Personal Data

Please fill the blank spaces.

Name of institution ____________________________________

Sex: Male Female


Academic Qualification: OLevel NCE B.Sc Others
Age: 18-25 years 25-33 years 33 years and above

SECTION B
Instruction: Please tick () to the option applicable to you. Note: SA= Strongly

Agree, A = Agree, U = Undecided, SD =Strongly Disagree and D=Disagree

Description of Question Items


Research Question One:
Utilization of ICT in Record administration SA A U D SD
services in Colleges of Education South-
East.
1. Our college admission unit maintains
electronic database of students
2. Record filing in our college is done
electronically
3. Our offices use computer for the storing of
information
4. Internal and external correspondences are
stored using ICT gadgets
5. There is a central ICT driven record pool in our
college
Research Question Two:
ICT Utilization in Library Services in SA A U D SD
Colleges of Education in South-East.
64

6. Libraries in our college are connected to the


internet
7. Online books and other materials are available
for staff and students use in our libraries.
8. Our libraries adopt electronic cataloguing of
books and other materials.
9. Users can loan books from our libraries online.
10. Our libraries adopt e-procurement in the
purchase of books and other relevant materials.
11. Users of our libraries are checked into the
library using ICT gadgets.
Research Question Three:
ICT Utilization in Personnel Services in SA A U D SD
Colleges of Education in South-East.
12 There is an established human resource
information system in our college
13 Staff recruitment is done through the internet.
14 Staff assessment is done electronically.
15 We operate integrated personnel and pay roll
system.
16 Our staff salaries are paid electronically.
17 Our staff members are trained online.
18 Personnel retirement and pensions are managed
electronically.
19 Personnel postings and redeployment are done
electronically
Research Question four:
Utilization of ICT in Security Services in SA A U D SD
Colleges of Education South-East.
20. Our staff and students identity card has
biometric chip
21. Moveable asset in our colleges are equipped
with ICT tracking devices
22. Our school environment is equipped with
satellite imagery devices
23. Our security patrol vehicles are fitted with
aerial surveillance devices
24. Close Circuit Television camera is part of our
schools security system
25. We use geo-location devices that are used to
65

detect physical environmental threats like earth


tremor and erosion in our school
26. Our offices are fitted with smoke/fire alert
system
27. Record storage systems in our college are fitted
with anti-fire devices.

APPENDIX II

Colleges of Education in South-East, Nigeria

S/NO State Names of Schools

1 College Of Education, Arochukwu (State)


2 ABIA Harvard Wilson College of Education, Aba (Private)
3 Nwafor Orizu College Of Education, Nsugbe
4 ANAMBRA Federal College of Education, Umunze
5 EBONYI Ebonyi State College of Education, Ikwo
6 Federal College of Education Eha-Amufu.
7 Institute of Ecumenical Education,
8 ENUGU Osisatech College of Education
9 Enugu State College of Education (Technical)
10 African Thinkers Community of Inquiry
11 IMO Alvan Ikoku College of Education

Source; National Commission for Colleges of Education (2009) list


of colleges of education in Nigeria.
http://www.ncceonline.edu.ng/colleges.php

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