The Extent Of Computer Usage Among School Teachers And Students

The Extent Of Computer Usage Among School Teachers And Students
Abstract
This study was carried out to find out the extent to which computer usage among schools teachers and students using selected secondary schools in Oyo West LGA, Oyo State. The study was specifically set to find out how exposed the students and teachers are exposed to ICT, find out the effectiveness of computer usage in the performance of both teachers and students, and examine the challenges of using ICT in senior secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers and students of selected secondary schools in Oyo West LGA. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the extent students and teachers are exposed to ICT is low. Furthermore the study also revealed that the challenges of using ICT in senior secondary schools includes: poor ICT Infrastructure, poor power supply, lack of competent teachers, and poor maintenance of available ICT facilities. Therefore, the study recommends that the government through relevant ministries should inspire teachers to be willing on adopting the application of computer as a significant equipment for delivering academic materials to students easily and get rid of old means of using hard copy and black boards, the integration leads to improved academic performance within secondary schools. To mention but a few.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
Information and Communication Technology (ICT) may be viewed in different ways. Rodriguez and Wilson (2000) defined ICT as a set of activities which facilitate by electronic means the processing, transmission and display of information. ESCAP (2000) in its own definition defined ICT as techniques people use to share, distribute, and gather information and to communicate through computers and computer networks. Marcelle (2000) described ICT as a complex varied set of goods, applications and services used for producing, distributing, processing, transforming information (including) telecoms, TV and radio broadcasting, hardware and software, computer services and electronic media. Ogunsola and Aboyade (2005) viewed ICT as a cluster of associated technologies defined by their functional usage in information access and communication of which one embodiment is the internet. Information and Communication Technology are computer based tools used by people to work with information and communication processing needs of an organization. It purview covers computer hardware, software, the network and other digital devices like video, audio, camera and so on which convert information (text, sound, motion etc) into digital form (Moursund and Bielefeldt, 1999). Information and Communication Technology as tools within the school environment include use for school administration and management, teaching and learning of ICT related skills for enhancing the presentation of classroom work, teaching/learning repetive tasks, teaching/learning intellectual, thinking and problem solving skills, stimulating creativity and imagination, for research by teachers and students and as communication tool by teachers and students (Collis and Moonen, 2001, Derbyshire, 2003; Moursund and Bielefeldt, 1999).
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being introduced into schools in developing countries (Beukes-Amiss and Chiware, 2006). Looking at the developing countries according to these authors, there is generally limited access time per month using ICTs by both the teachers and students, and even less time spent with reliable Internet access. It should be noted that availability of ICTs vis-à-vis access in term of ratio of teachers and students differs significantly. Despite this, the new and emerging technologies challenges the traditional process of teaching and learning, and the way education is managed. While information communication technology is an important area of study in its own right, it is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to vast array of data, challenging assimilation and assessment skills (Fowowe, 2006). Rapid communication plus increased access to ICTs in the home, at work, and in educational establishment, could mean that learning becomes a truly lifelong activity- an activity in which the pace of technological change forces constant evaluation of teaching process itself. The field of education has been affected by ICTs, which have undoubtedly affected teaching and research (Yusuf, 2005). A great deal of research has proven the benefits of ICT in improving quality of education (AL-Ansari, 2006). As a result of this, developed nations have integrated ICT into their educational system. Adomi and Kpangban (2010) observed that there are developments in the Nigerian education sector which indicate some level of ICT application in secondary schools in Nigeria. They traced the introduction of computer education in secondary schools to 1988, when Nigeria government enacted a policy on computer education. The Federal Government of Nigeria in the National Policy on education 2004 recognizes the prominent role of ICTs in the modern world and has integrated ICTs into education in Nigeria (Adomi and Kpangban, 2010). To actualize this goal, the document states that government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education is made a pre-vocational elective and is a vocational elective at the senior secondary school.
Successful integration of ICT in the school system depends largely on the availability and competence and the attitude of teachers towards the role of modern technologies in teaching and learning. Research works have shown that most secondary schools have either insufficient or no ICT tools to cater for the ever increasing population of students in the schools and where they are available, they are by implication a matter of out-of-bounds to the students (Chattel, 2002; Cheng, 2003; Chiemeke, 2004). Fakeye (2010) also found out in a study carried in Ibadan that in most of schools covered in the study do not have computers, hence are not connected to the internet. He added those who have computers do not use them for teaching but solely for administrative purposes. In another study by Okwudishu (2005), he found out that the unavailability of some ICT components in schools hampers teachers’ use of ICTs. Lack of adequate search skills and of access points in the schools were reported as forces inhibiting the use of internet by secondary school teachers (Adomi and Kpangban, 2010).
1.2 Statement of the Problem
The adoption and use of ICT in secondary schools in Nigeria is still under a serious dilemma despite the dramatic increase in the use of ICTs in numerous areas in present days including education. The low rate in the adaptation and application of the new technology especially in the public schools is attributed to several factors which include inadequate ICT facilities in the schools, poor ICT policies, limited information infrastructures, poor perceptions of using ICT in education among teachers, students and the school administrators. In spite of the calls and yearnings for change from the teacher centered learning to student-centered learning which involve the use of ICT resources, chalkboard and text books are still the most continuously dominant class room facilities in virtually all the public post primary institutions in Nigeria (Okebukola, 1997). The compelling usage of ICT in instruction and learning relies on upon the accessibility of these facilities and the educators’ capability in utilizing them. Observation has shown that there are limited functional ICT facilities in most Nigeria public schools especially those in the rural areas. This in turn hinders the urge to use them by the students for learning. Also lack of adequate computer literate from the site of instructors, sporadic power supply and insufficient financial support are another set of deterrent militating against successful usage of ICT facilities and resources in government owned institutions. For that reason, government need to provide enough ICT resources and to train teachers on the effective utilization of the available facilities it their teaching process in order to solve the problem Ajayi (2008).
1.3 Objective of the Study
The main objective of this study is to find out the extent to which computer usage among schools teachers and students in Oyo state, specifically the study intends to;
- Find out the extent the students and teachers are exposed to ICT
- Find out the effectiveness of computer usage in the performance of both teachers and students
- Examine the challenges of using ICT in senior secondary schools
1.4 Research Question
- To what extent are students and teachers are exposed to ICT?
- How effective is computer usage on the performance of both teachers and students?
- What are the challenges of using ICT in senior secondary schools?
1.5 Research Hypothesis
- Ho: There is no significant effect of computer usage on the performance of both teachers and students
- Hi: There is a significant effect of computer usage on the performance of both teachers and students
1.6 Significance of the Study
This research work will expose the teacher, students and other educational stakeholders to the importance of using ICT tools to enhance learning among secondary school students. This research will also be of significance to school management in both public and private schools so as to expose their students to computer both in the primary and secondary level.
Finally the research will serve as a guide and reference points for other researchers and students that will embark on the same research on computer usage in secondary schools.
1.7 Scope of the Study
This research work will cover secondary in Oyo West LGA, five different secondary schools will be selected for this research, three public and two private schools.
1.8 Limitation of the Study
Finance for the general research work will be a challenge during the course of study.
Correspondents also might not be able to complete or willing to submit the questionnaires given to them. However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.
1.9 Definition of Terms
Computer:
Any system, server or workstation, that runs an operating system, including imbedded, that is but not limited to Microsoft Windows
ICT:
Information and communications technology or is extensional term for information technology that stresses the role of unified communications and the integration of telecommunications, computers.
Teachers:
A person who teaches, especially in a school
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the extent to which computer usage among schools teachers and students using selected secondary schools in Oyo West LGA, Oyo State. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to find out the extent to which computer usage among schools teachers and students using selected secondary schools in Oyo West LGA, Oyo State. The study was specifically set to find out the extent the students and teachers are exposed to ICT, find out the effectiveness of computer usage in the performance of both teachers and students, and examine the challenges of using ICT in senior secondary schools.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are teachers and students of selected secondary schools in Oyo West LGA .
5.3 Conclusions
Based on the findings of this study, the researcher made the following conclusion.
- The extent students and teachers are exposed to ICT is low.
- Computer usage is very effective on the performance of both teachers and students.
- The challenges of using ICT in senior secondary schools includes: poor ICT Infrastructure, poor power supply, lack of competent teachers, and poor maintenance of available ICT facilities.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- The government through relevant ministries should inspire teachers to be willing on adopting the application of computer as a significant equipment for delivering academic materials to students easily and get rid of old means of using hard copy and black boards, the integration leads to improved academic performance within secondary schools.
- For successful implementation and integration of ICT into teaching and learning, teachers and students have to perceive the technology as better than earlier practices; consistent with their existing values, past experiences and needs; ease to apply, can be experimented with on a limited basis before making a decision to adopt and finally the results of the innovation are visible to others.
- The benefits of computer integration in education should be communicated to the community at large especially from parents, teachers, students and the whole primary education stakeholders on the vital role the technology plays in improving the education for better performance as well as storage of relevant educational materials by making possible in teaching and understanding.
- The positive benefits of computer integration in secondary schools should be emphasized and encourage technology application in education only and not otherwise as the way of avoiding moral degradation within primary schools due to negative application from both students and teachers.
- Teacher training on ICT is essential if ICT adoption and integration in primary school, It was clear that training levels of teachers in the use of computers in public secondary schools are wanting given that only a few had trained in computer usage due to the fact that teachers did not rely on computers in the learning process before, if teachers are well trained it quite clear the competence of students also will be realized.


The Complete Material Will Be Sent to You in Just 2 Steps
Quick & Simple…
![]()
Make Payment (Through Transfer) of ₦5,000 to the Account Below
![]() | Acc No: 0811003731 |
| Samphina Academy | |
| Current Account |
Or CLICK HERE To Pay With Debit Card
| FOR STUDENTS OUTSIDE NIGERIA | |
| CLICK HERE To Pay With Card ($15) | |
| FOR GHANA STUDENTS (GHS 100) | |
![]() | MTN MoMo |
| 0553978005 | |
| Douglas Osabutey | |
![]()
Send the Following Details on WhatsApp ( 07062590260 ) After Payment
- Payment Details
- TOPIC: The Extent Of Computer Usage Among School Teachers And Students
The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply
Students Review
List of Related Works
Effect Of Computer Usage On Academic Performance Of Students
The Effect Of Computer Usage On Academic Achievement Of Secondary School Students In Nigeria
The Usefulness Of Computer Usage In Banking Industry
The Impact Of Computer Usage On Academic Achievement Of Secondary School Students In Nigeria
Effect Of Computer Usage In Banking In United Bank For West African Plc
Assessment On The Usage Of Computer Application In The Teaching And Learning Of Mathematics
Students’ And Teachers’ Perception Of Counseling Needs Of Secondary School Students
Principal Gender And Teachers Work Behaviors In Post Primary Schools
Teachers’ Perception On The Causes Of Low Male Enrollment In The Secondary Schools
Business Education Teachers’ Perceptions Regarding The Structure Of JSC Business Studies Examination
Societal Perception Of Teaching And Teachers’ Dedication To Work
Generic Skills And Teaching Effectiveness Of Computer Teachers In Secondary School
The Effect Of ICT On Teacher Mode Of Teaching And Student Performance
An Assessment Of Teachers Motivation And Attitude To Work Among Secondary School Teachers
Perception Of Secondary School Teachers On Sex Education
Economics Teacher’s Effectiveness And Academic Performance Of Senior Secondary School Students
Challenges Faced By Integrated Science Teachers In Teaching Of Integrated Science
Perception Of Prospective Teachers Towards Teaching Profession In Nigeria


