An Appraisal Of The Role Of Information Communication Technology (ICT) As A Change Agent For Quality Education In Tertiary Institution In Nigeria

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An Appraisal Of The Role Of Information Communication Technology (ICT) As A Change Agent For Quality Education In Tertiary Institution In Nigeria


Chapter One


Introduction

1.1 Background Of The Study

The challenges confronting our educational system in tertiary institution centers on quality attainment of education delivery, almost everything connected with education in tertiary institution is in short supply. Quality teachers are in short supply, quality buildings, quality equipment, quality laboratories, good experimental farms and other resources input that can lead to quality education are inadequately provided. Today, there exist general disenchantment and general distrust in the quality of the education system as well as in the quality of education output.

The quality of education is the prime factor that determines the worth and significance of the system to both the recipients and the society at large. Thus, Igwe (2009) notes that, the promises of information and communication technologies (ICTs) have driven e-learning in transforming education delivery and thereby advancing the knowledge economy.

The knowledge, economy for example sets a new scene for education and new challenges and prospects for education is a pre-requisite of the knowledge based economy and the production and use of new knowledge both require a more educated population and workforce (Arikewuyo, 2004). ICTs are very powerful tool for diffusing knowledge and information which is fundamental aspects of the education process.

In that capacity, ICTs play a pedagogic role that could in principle compliment the traditional practices of the education sector (Igwe, 2009).

Undoubtedly, e-learning powered by ICT use in tertiary institutions could help to expand and widen access to tertiary education and learning, improve the quality of education as well reduce its cost. This means that effective ICT use in tertiary institutions in Nigeria could help to spur positive results in improving the overall learning (and teaching) experiences as well as in up-lifting the quality of the system.

Therefore the research seeks to investigate the role of ICT as a change agent for quality education in tertiary institution in Nigeria.


1.2 Statement Of The Problem

Elele (1983) cited in Yusuf (2012) notes that quantitatively, the Nigerian Education scene in quite impressive but qualitative deficient. There exist general disenchantment and general distrust in the quality of the education system as well as in the quality of education output. (Arikewuyo, 2004) stated that ICT can play a very prominent role in diffusing knowledge and information which is fundamental aspects of the education process towards quality attainments.

In this capacity, ICT plays a pedagogic role that could in principle complement the traditional practices of the education sector.

Therefore, the problem confronting this research is to appraise the role of ICT as a change agent towards quality education in tertiary institution in Nigeria.


1.3 Research Questions

  1. What constitute quality in the education of tertiary institution in Nigeria?
  2. What is ICT and what constitute the role for quality education in tertiary institution in Nigeria?
  3. What constitute the fundamental objective of quality education in tertiary institution in Nigeria?

1.4 Objective Of The Study

  1. To determine the nature of education in tertiary institution in Nigeria
  2. To determine what constitute quality in the education of tertiary institution in Nigeria
  3. To determine the nature of ICT and the role of ICT as a change agent towards the education of tertiary institution in Nigeria
  4. To appraise fundamental objectives of quality education attainment in tertiary institution in Nigeria.

1.5 Significance Of The Study

  1. The study shall provide a framework for determining the quality standard of education in tertiary institution in Nigeria.
  2. It shall provide measure of quality standard for the education of tertiary institution in Nigeria
  3. The study shall provide detail information in ICT and the role of ICT as a change agent towards quality education in tertiary institution.
  4. It shall serve a reference source of information for educationist academic and non-academic persons students etc.

1.6 Statement Of Hypothesis

  1. H0 The quality standard in tertiary education in Nigeria is low
    H1 The quality standard in tertiary education in Nigeria is High
  2. H0 The level of ICT in tertiary education is low
    H1 The level of ICT in tertiary education is High
  3. H0 The impact of ICT in the quality of education of tertiary institution is low
    H1 The impact of ICT in the quality of education of tertiary institution is high

1.7 Scope Of The Study

The study focuses on the role of ICT as a change agent for quality education in tertiary institution In Nigeria.


1.8 Definition Of Term

Definition Of Quality Education:

The Federal Ministry of Education (FME, 2009) remarked that quality standard in the education system are goals or targets to which learners, teachers, staff and school administration aspires to attain. Quality assurance in the education system therefore, is a multi-dimensional concepts involving the various functions and activities of the education system. Such functions and activities include teaching research, staffing, students, buildings, facilities and equipment, service to the community and academic environment. It is ensuring that at least the provision of the minimum academic standard are attained and sustained.


Chapter Five


Summary, Conclusion And Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to determine the nature of ICT and the role of ICT as change agent towards the education of tertiary institution.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in knowing the role of ICT as a change agent for quality education in tertiary institution in Nigeria.


5.2 Summary

From the results obtained in the study on the role of ICT as a agent for quality education in tertiary institution in Nigeria improvised instructional materials on tertiary institution achievement in ICT, it was found that ICT play significant role using improvised instructional materials performed better than tertiary education that not using ICT using conventional material; tertiary institution tertiary with ICT did not perform better than their without counterparts in ICT. The results do not suggest ordinal interaction effect between mode of method and ICT achievement in tertiary institution. This was because at all the levels of ICT, the mean scores were higher role of ICT in tertiary institution improvised instructional material; the result suggests ordinal interaction effects between modes of method and ICT’ achievement in tertiary institution; this was because at all the levels of location, the mean scores were higher for role of ICT improvised instructional material compared to conventional materials with lower mean scores; there was significant difference in the mean score of role of ICT improvised instructional material and tertiary institution conventional instructional materials; there was high impact of ICT the role it play in tertiary institution in the mean achievement scores of high role it play o tertiary institution. There was significant difference in the mean achievement scores of role of ICT in tertiary .The interaction effect of method and gender on tertiary institution mean achievement scores in ICTwas, therefore, not statistically significant. The interaction effect of method and role of ICT in tertiary institution mean achievement scores in ICT was, therefore, not statistically significant.


5.3 Conclusion

This study has sought to appraise the role of ICT as a change agent for higher education in Nigeria. The findings indicated that ICTs have significantly impacted on educational practice in Nigeria, and such impact would grow considerably in years to come, if the various problems hindering effective utilization of ICT as a change agent for tertiary education are properly ameliorated. Undoubtedly, ICT would become a strong agent for change in many tertiary educational institutions in Nigeria.


5.4 Recommendations

Learning should become more relevant to stakeholders’ needs; learning outcomes should become more deliberate and targeted. While learning opportunities should be diversified in terms of what is learnt and who should learn. Also the quality of programs as measured by fitness for purpose should continue to grow, if the stakeholders perceive the various educational programs as meeting their needs and expectations. Moreover, ICTs serve to provide the means for activities to realize the potentials in human resources.

Furthermore, adequate funds must be provided to initiate, develop, promote, review and implement ICT policies in the educational sector to bring about an improvement on ICT utilization, through computer apprentices courses taught in Nigerian tertiary institutions. In this period of economic recession, the price of ICT equipment and materials will continue to be astronomical. It becomes highly imperative for all stakeholders of education to entice industrial establishments, companies, politicians, big businessmen and entrepreneurs, nongovernmental organizations and the community at large to assist the institutions in the provision of ICT equipment and materials and well-furnished computer laboratories.


An Appraisal Of The Role Of Information Communication Technology (ICT) As A Change Agent For Quality Education In Tertiary Institution In Nigeria


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