IMPLEMENTATION OF INFORMATION TECHNOLOGY POLICY …
Transcript of IMPLEMENTATION OF INFORMATION TECHNOLOGY POLICY …
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IMPLEMENTATION OF INFORMATION TECHNOLOGY
POLICY AND STUDENTS’ COMPUTER COMPETENCY
IN SELECTED GOVERNMENT SECONDARY
SCHOOLS IN GAYA ZONE-KANO
STATE, NIGERIA
A Thesis Report
Presented to the
College of Higher Degrees and Research
Kampala International University
Kampala, Uganda
In partial fulfillment of the Requirement for the Award of
Masters Degree in Educational Management and
Administration
By
Mustapha Habibu Tajo
MED13708911211DF
November, 2013
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DECLARATION A
This thesis report is my original work and has not been presented for a
degree or any other academic award in any university or institution of
~zo- /1~ Z0i3
Mustapha Habibu Tajo Date
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DECLARATION B
I confirm that the work in this thesis report was done by the candidate
under my supervision.
Dr. Ijeorna B. Anumaka Date
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DEDICATION
This work is dedicated to my beloved wife Harnraatu Aharnad Umar, for
the love, and patience exercised during my absence for this masters
programme.
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ACKNOWLEDGEMENT
The researcher acknowledges and extends his sincere gratitude tQ his
supportive supervisor, Dr. Ijeoma B. Anumaka for her critical reviews,
and regular availability to him throughout the course of his research
work.
He thanks the KIU mangement, entire staff at the College of Higher
Degrees and Research under the leadership of Dr. Sumil Novembreita,
DVC CHDR, and the panel members , for good leadership and efficient
services, also he acknowledges the authors whose works have been
cited in this study. He thanks contributions and co-operation made by
the respondents and the ministry of education Kano state Nigeria for the
release to pursued this masters programme.
He thanks his family, and friends who showed love, care, . and
assistances throughout the study and other people who contributed in
one way or the other.
Thanks also extend to almighty Allah for the protection and ability
bestowed throughout the programme.
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LISTS OF ACRONYMSAAU Association of African University
ALU Arithmetic and Logic Unit
CAT : Computer Assisted Instruction
CAL : Computer Assisted Learning
CAT : Computer Assisted Teacher
CBE : Computer Based Education
CI : Computer Instruction
CMI : Computer Managed Instruction
CPU Central Processing Unit
CSL : Computer Supported Learning
CU : Control Units
DV Dependent Variable
FME : Federal Ministry of Education
FRN Federal Republic of Nigeria
GGSS : Government Girls Secondary school
GSS Government Secondary school
GST : General System Theory
ICT : Information and Communication Technology
IT Information Technology
ITP : Information Technology Policy
IV Independent Variable
LEA : Local Education Authorities
NCP National Computer Policy
NITDA Nigerian National Communication Commission
RAI\4 : Random Access Memory
SPSS : Statistical Package for Social Sciences
STS Statistical, Technology and Society
UNESCO : United Nations Educational, Scientific and
Cultural Organization
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LIST OF TABLES
Table 1 :Sample Size Distribution 32
Table 2: Content Validity Index 34
Table 3: Objective 1 Frequency and percentages distribution of the
student’s respondents 38
Table 4 Frequency and percentages distribution of the Teaching Staff
Respondents 40
Table 5: Mean of the Extent of Implementation of IT Polky 43
Table 6:Mean and Rank of Level of Students’ Computer Competency 46
Table 7: Pearson’s Linear Coefficient Correlation (r) of the relationship
between level of ITP Implementation and Students Computer
Competency 49
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LIST OF FIGURES
Figure 1: Conceptual framework 12
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TABLE OF CONTENT
DECLARATION A
DECLARATION B
DEDICATION ii
ACKNOWLEDGEMENT iv
LISTS OF ACRONYMS v
LIST OF TABLES vi
LIST OF FIGURES vii
TABLE OF CONTENT viii
ABSTRACT Xi
CHAPTER ONE:INTRODUCTION
1.lBackground 1
1.1.1 Historical Perspective 1
1.1 .2 Theoretical Perspective 3
1.1.3 Conceptual Perspective 5
1.1.4 Contextual Perspective 6
1 .2Staternent of the Problem 7
1.3 Purpose of the Study s.... 7
1.4 Research Objectives 8
1.5 Specific objectives 8
1.6 Research Questions 8
1.7 Research Hypotheses 8
1.8 Scope of the Study 9
1.8.1 Geographical scope 9
1.8.2 Theoretical Scope 9
1.8.3 Content scope 9
1.8.4 Time Scope 9
1.9 Significance of the Study 9
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1 . 10 Operational Definition of Key Terms. 10
CHAPTER TWO:LITERATURE REVIEW 11
2.0 Introduction 11
2.1 Theoretical Review
2.2 Conceptual Framework 12
2.3 Related Literature 13
2.3.1 Information Technology Policy in Nigeria 13
2.3.2 Empirical Evidences on the Implementation ofICTs Policy in
Nigeria 16
2.3.3 Barriers to ICTs Integration in Nigerian School 17
2.3.4 Student Computer Competency 19
2.3.5 ICT education in Nigeria 25
2.4 Gaps Revealed in the Literature 29
CHAPTER THREE:METHODOLOGY 31
3.0 Introduction 31
3.1 Research Design 31
3.2 Population 31
3.3 Sample Size 32
3.4 Sampling Procedure 33
3.5 Research Instruments 33
3.6 Validity and Reliability of the instrument 34
3.7 Data Gathering Procedures 35
3.8 Data Analysis and Descriptive Statistics 35
3.9 Ethical Considerations 36
3.10 Limitations of the Study 36
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CHAPTER FOUR:DATA PRESENTATION, ANALYSIS AND
INTERPRETATION 38
4.0 Introduction 38
4.IObjective 1: Level of Information Technology Policy Implementation42
4.2 Objective 2: Level of Students’ Computer Competency 45
4.3 Relationship between level of IT Policy Implementation and
Students’ Computer Competency 48
CHAPTER FIVE: DISCUSSION, CONCLUSION AND
RECOMMENDATIONS 50
5.0 Introduction 50
5.1 Discussion 50
5.2 Conclusion 54
5.3Recommendations 55
5.4 Areas for Future Study 56
REFERENCES 57
APPENDIX IA: TRANSMITTAL LETTER FROM THE COLLEGE
OF HIGHER DEGREES AND RESEARCH 62
APPENDIX IB:TRANSMITTAL LETTER FOR THE RESPONDENTS63
APPENDIX II:CLEARANCE FROM ETHICS COMMITTEE 64
APPENDIX III:INFORMED CONSENT 65
APPENDIX IV A:FACE SHEET: DEMOGRAPHIC
CHARACTERISTICS OF THE STUDENT RESPONDENTS 66
APPENDIX IV B:CHARACTERISTICS OF THE TEACHING STAFF
RESPONDENTS 67
APPENDIX IV C:QUESTIONNAIRE TO DETERMINE THE LEVEL
OF IT POLICY IMPLEMENTATION 68
APPENDIX IV D:QUESTIONNAIRE TO DETERMINE THE LEVEL
OF STUDENT COMPUTER COMPETENCY 70
APPENDIX VI:POLICY FOR INFORMATION TECHNOLOGY (IT)72
RESEARCHER’S CURRICULUM VITAE 77
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ABSTRACT
The study investigated the level of Implementation of Information
Technology Policy and Students’ Computer Competency in selected
Government secondary schools in Gaya Zone-Kano State, Nigeria. The
study was guided by the three objectives: to determine the level of
Implementation of IT Policy, to assess students’ computer competency
and to establish the relationship between the implementation of IT
Policy and Students’ Computer Competency. This study adopted mixed
approaches, combining qualitative and quantitative and using descriptive
survey and correlation design for the study. Data was collected using
researcher’s devised questionnaires and SPSS was used to analyze the
data. Frequency and percentage distributions were used to analyze
respondents’ profile. Means was used for the level of implementation of
IT Policy and Students’ Computer Competency. Pearson Linear
Coefficient of Correlation(r) was used to establish the type of
relationship existing between the level of implementation of IT Policy
and students’ computer competency. The findings of the study indicated
problem in the implementation of the IT Policy in Gaya zone, however
the students’ computer competency was satisfactory, the findings
showed there was no significant relationship between implementation of
ITP and students’ computer competency. Based on the findings the
researcher concluded that there was poor implementation of IT Policy,
while students’ computer competency was high, while there was no
relationship between level of IT Policy implementation and students’
computer competency, the null hypothesis is accepted. The researcher
recommends that federal government should provide adequate resources
and close monitoring on ICT programme. Another study should be
carried out in other part of the country.
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CHAPTER ONE
INTRODUCTION
1.1 Background
1.1.1 Historical Perspective
The 19t~1 century saw astonishing developments communication
technology in Europe. In 20th century information technology developed
rapidly due to the significant gains directly tied to military research and
development. Despite the fact that we have just entered into the 2l~~
century technology is being developed even more rapidly, marked
progress in almost all fields of science and technology has led to
massive improvement to the technology we now possess ( KIU 2010).
Flosse, (2005), sees history of ICT in education in Europe in to five
phases, as drawn in the figure 2 (see appendix).
Late 1970’s — early 1980’s, programming, drill and practice; Late 1980’s
— early 1990’s, computer based training (CBT) with multimedia, Early
1990’s, Internet-based training (IBT), Late 1990’s — early 2000: e
Learning, and Late 2000: Social software + free and open content.
Innovations appearing today indicate that the world is dependent on
computer technology, and computer is not only a game or word
processing and accounting alone, it is a great learning tool for adults and
little ones, nursery school pupils and secondary school students,
graduates and post graduate students (Ajibade, 2006).
Many countries in the world had since started enjoying the use of
computer skill to their citizens, United States of America and other
western countries started using computer program since the Second
World War (Yusif 2005). In Britain the wider availability of computers
in schools was made possible through government funding largely
through the Local Education Authorities (LEA). Visscher et al (2003)
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reported that following the Education Reform Act in 1988, the central
government made available $325 million, over time, to promote the use
of computers in school administration and management. Just as the
United States and Britain have been budgeting huge sum of money for
cyber education, so have other developed nations been doing the same.
Even many developing nations have embraced ICT. In Africa, concerted
efforts have been made by many governments to initiate Internet
connectivity and technology training programs. Such programs link
schools around the world that in order to improve education, enhance
cultural understanding and develop skills that youths need for securing
jobs in the 21st century. In Uganda, an interconnectivity programme
known as “Uganda School Net” is dedicated to extending educational
technology throughout Uganda (Carlson & Firpo, 2001).
In 1988, the Nigerian government enacted a policy on computer
education. The plan was to establish pilot schools and diffuse computer
education innovation first to all secondary schools, and then to primary
schools. Unfortunately, the project did not really take off beyond the
distribution and installation of personal computers (Okebukola, 1997;
cited by Aduwa-Ogiegbaen and lyamu, 2005).
Okebukola (1997), cited by Aduwa-Ogiegbaen and lyamu
(2005), concludes that the computer is not part of classroom technology
in more than 90 percent of Nigerian public schools. This implies that the
chalkboard and textbook continue to dominate classroom activities in
most Nigerian secondary schools.
The Federal Ministry of Education has launched an ICT-driven project
know as School Net (Federal Republic of Nigeria, 2006; Adomi 2005;
Okebukola, 2004), which was intended to equip all schools in Nigeria
with computers and communications technologies.
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In Nigeria it was around 1 990s that individual and private organizations
started enjoying computer program Yusuf~ (2005), while ICT integration
in the Nigerian school system came with the 2001 National Policy on
Information Technology, tagged “Use IT” (FRN, 2001 ). With advent of
information and communication technology worldwide, there is need for
any country to make good policy which will make its citizens to be
computer literate, that is the reason computer studies program was
introduced to all government secondary schools in Nigeria Esheranana
(2008).
1.1.2 Theoretical Perspective
This study was guided by Chen and Stroup (1993) General System
Theory which posits that all policies are environmental inputs
transformed by the political system. Policies are the interaction, times,
lobbying, bargaining and building consensus within the elements of the
political system itself.
Many of the current efforts aimed at school science reform make the
following point: If a democracy requires education for all, then science
and technology education must have as a core component a commitment
to educating all citizens in Nigeria secondary schools. Science and
technology for all is the intellectual analog to functional literacy in the
traditional sense. Just as traditional literacy has played a central role in
allowing citizens to participate in the traditional aspects of society, full
participation in our increasingly technological future will require a
citizenry that is scientifically literate.
Unfortunately, even as achieving functional literacy in science and
technology has been an articulated goal at both the national and
international level, a coherent theoretical framework capable of guiding
such an undertaking is still absent. The enthusiastic generation of lists of
content areas, topics, and issues to be covered in various curricula
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cannot, in and of themselves, make up for this absence. A thcorqtical
framework capable of clarifying and supporting science and technology
for all needs to be advanced. System theory is the strongest candidate of
which we are aware, capable of guiding the science education reform
effort. The major strengths of system theory that recommend it as an
approach to science education are as follows.
I. Toward Integration: General system theory (GST) provides a set of
powerful ideas students can use to integrate and structure their
understanding in the disciplines of physical, life, engineering, and
social science.
2. Engaging Complexity: Complexity is the fundamental trait of the
everyday environment in which the student lives. Traditional science
education has avoided engaging complexity by promoting curricula
built upon overly simplified activities and frameworks, ~ST
provides the tools for actively engaging complexity. This offers the
possibility of bridging the gap between the world of the learner and
the world of science education.
3. Understanding Change: The world as it is experienced is dynamic.
To ignore the centrality of change over time is to present a picture
that is alienated from reality. Traditional science education has
tended to focus on static and rote sequences. The system theory
offers the intellectual tools for learners to build understanding based
on dynamics.
4. Relating Macro- and Micro-Levels: A sound scientific account
requires facility in moving between the macro- and micro-levels.
These levels work in concert. An understanding built on the two
levels must be mediated. General system theory offers the possibility
of making explicit the complementary relation between these levels
of analysis.
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5. Functioning in a Human-Made World: Fundamentally, humankind
has the distinct ability to articulate and negotiate its relation to the
world. The arts, including the technological arts, are the manifest
products of this ability. Recent curricula proposals focusing on
science, technology, and society (STS) are an effort to place this
distinct human trait at the core of science education for all. General
system theory, since its inception, has had issues of design, goals,
and purpose at the center of its analyses.
GST is in a unique position to provide a sound theoretical foundation for
science, technology, and society curricula. Clearly GST has potential for
science education. To date, system dynamics and GST have inspired a
few innovative efforts to construct curricula and learning environments.
While these efforts have been guided by sound understanding of system
theory, an equally developed understanding of how learning develops in
relation to system theory is not yet in place. In order for system theory to
live up to its potential, in the context of this study, ICT and Information
Technology Policy are required in Nigerian secondary schools.
1.1.3 Conceptual Perspective
The Nigerian IT Policy is focused on making Nigeria an IT capable
country in Africa and a key player in the Information Society by the year
2005, using IT as the engine for sustainable development and global
competitiveness (IT policy). Information and communications
technology (ICT) is often used as an extended synonym for information
technology (IT), but is a more specific tenri that stresses the role of
unified communications and the integration of telecommunications
(telephone lines and wireless signals), computers as well as necessary
enterprise software, middleware, storage, and audio-visual systems,
which enable users to access, store, transmit, and manipulate
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information www.wekepedia.com (2013). According to a United
Nations report (1999) ICTs cover Internet service provision,
telecommunications equipment and services, information technology
equipment and services, media and broadcasting, libraries and
documentation centers, commercial information providers, network
based information services, and other related information and
communication activities.
According to Andrei (2010), computer competency is the knowledge
and ability to use computers and related technology efficiently, with a
range of skills covering levels from elementary use to programming and
advanced problem solving. Computer literacy can also refer to the
comfort level someone has with using computer Programs and other
applications that are associated with Computers.
1.1.4 Contextual Perspective
Students’ computer competency in Government secondary schools Gaya
Zone was facing great challenge, as in developed countries it is observed
that a Nursery and Primary students are able to operate computer and
use ICT in their academic activities, but in secondary schools in Gaya
zone, the case is opposite. The researcher observed that senior 3 students
do not know how to boot a computer, and usually teachers report
students’ poor academic perfonnance on computer education t~ the
school principals.
Information Technology Policy is rules and regulations set by the
Federal Government of Nigeria on ICT programe with intention to
produce future computer literate citizens. The field of ICT has affected
every field of life. There were a lot of problems on ICT education
programme in secondary schools Gaya zone, as majority of the schools
were complaining of lack of ICT infrastructure, power shortage, lack of
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internet connectivity etc, while the IT Policy stated that all those things
would be provided.
l.2Statement of the Problem
There is a problem of student computer incompetence in most of the
secondary schools in Nigeria Jegede and Owolabi (2011). Despite the
ICT Policy for schools, some of the schools seem not to appreciate the
need to imbibe computer literacy. Some teachers have been observed not
to use c-mails, research online, and other social media network
communication and one wonders if they can impact the use of computer
to the students too. The researcher also wonders if a student whose
teacher cannot use computers can develop interest to use computers. The
researcher also observed that most of the secondary schools around his
vicinity do not have well equipped computer laboratories. This will
certainly affect students from such schools. In these days where
information for flight booking, students results, online registration,
admissions, and online marketing and even social networking for youth
development are required, how can a student cope with little or no
competency in the use of computer. The researcher is also worried that
IT Policy is not enough to ensure an IT literate society or that the policy
is implemented as it should be. The question therefore is what is the
relationship between IT Policy implementation and students’ computer
competency?
1.3 Purpose of the Study
The major purpose of the study was to investigate the level of
Implementation of Information Technology Policy and Students’
Computer Competency in selected Government secondary schools in
Gaya Zone-Kano State, Nigeria
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1.4 Research Objectives
1.5 Specific objectives1. To determine the level of implementation of IT Policy in
Government secondary schools in Gaya Zone. *
2. To assess students’ computer competency in Government secondary
schools in Gaya Zone.
3. To establish the relationship between the level of implementation of
IT Policy and students’ computer competency in Government
secondary schools in Gaya Zone.
1.6 Research Questions
1. How is the level of implementation of IT Policy in Government
secondary schools in Gaya Zone?
2. How is the students’ computer competency in Government
secondary schools in Gaya Zone
3. What is the relationship between the level of implementation of
Information Technology Policy and students’ computer competency
in Government secondary schools in Gaya Zone?
1.7 Research Hypotheses
There is no significant relationship between the implementation level of
IT Policy and students’ computer competency in Government secondary
schools, Gaya Zone.
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1.8 Scope of the Study
1.8.1 Geographical scope
This study was conducted from the Government secondary schools,
Gaya zone-Kano state. This was chosen because many secondary
schools were there.
1.8.2 Theoretical Scope
The study was based on the General System Theory by Chen and Stroup
(1993), which posits that all policies are environmental inputs
transformed by the political system.
1.8.3 content scope
The study looked at the IT Policy in terms of federal, state and local
government policies on the implementation of computer studies and its
impact on students’ computer competency in Government secon.dary
schools Gaya Zone, Kano State Nigeria.
1.8.4 Time Scope
The study covered a period of five years (2009-2013) on the
implementation of compulsory computer education programme in
Government secondary schools in Nigeria.
1.9 Significance of the Study
The findings of the study will be able to help the Ministry of Education
to know to which extent has computer studies been integrated into the
education syllabus. This will help them provide the necessary ICT
facilities to see the successful integration of ICT into the education
sector.
The findings of the study will also could provide adequate information
to policy makers and the effectiveness of their policy as far as computer
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studies in secondary schools is concerned. This will help them come up
with appropriate measures on how to bring their policies into success.
The school administration will also find the findings of this study
helpful since they are the implementers of government policy. This will
help them to emphasize ICT training of their teachers and using ICT in
classrooms for instructional purposes.
The Educationist shall use the findings of this study as a reference to
engage in a related for study.
1.10 Operational Definition of Key Terms
National Computer Policy: Is government action plans on computers
education and the way of implementing them.
Students’ Computer Competency: Is the ability of a secondary school
student to operate and manipulate computer at secondary school level.
Government secondary schools: These are the intermediate schools
owned and managed by the government after completing primary school
level, and pave the way for higher institutions of learning.
Communication: Linking one person to another by speaking or writing.
Information: Data or facts collected on something or somebody.
Information and Communication Technology (ICT): Is a modern
technologies used to facilitate processing, gathering, distribution and use
of information.
Technology: Using tools or apparatus with skills in producing
something.
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter covers theoretical review, conceptual Frame work and
related literature in accordance to the objectives of the study. The
literature were sourced from government policy documents from the
ministry of education of Nigeria, articles and journals, books, reports,
magazines and internet resources that have information pertaining IT
Policy and students’ computer competency.
2.1 Theoretical Review
As the mentioned in the background that, the study was guided by Chen
and Stroup (1993) General System Theory which posits that all policies
are environmental inputs transformed by the political system. The
relevancy of this theory to this topic ‘Implementation of IT Policy and
Students’ Computer Competency’ because education is a system which
needs inputs in order to processes and get output.
The GST emphasizes that for the successful implementation of any
policy especially in science and technology, there must be
environmental inputs which will be transforming by political systeth. In
relation to this study there was need for using General System theory
because the environmental inputs could be sufficient ICT facilities,
adequate teachers, teachers regular training on ICT programme,
adequate funding, steady power supply, effective internet connectivity
etc. Therefore if those environmental inputs were put in the education
sector there would be a successful implementation of IT Policy in
Nigerian secondary schools.
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This GST was based and collaborated with system theory by Ludwin
Burtalanffly, which shows that system has inputs, process, outputs ant
feedback and categorized into open and close system.
2.2 Conceptual FrameworkIndependent Variable (IV) Dependent variable (DV)
Level of Students’ Computerimplementation of IT CompetencyPolicy
e General
ICT Policy computerimplementation ___________________________________ knowledge
o Infrastructure e Word processingo Coherent skillso Electricity o Online
• Technical Communication:support Browser and
o Internet Navigationconnectivity
Extraneous Variables
o Funding
o Political Will
o Misconception
o Environmental/social factor
Figure 1: Conceptual Framework
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The above conceptual framework has been the back bone of this study, it
helped the researcher to know really what was there to measure as f~r as
work went ahead. It shows the relationship between level of
implementation of IT Policy and students’ computer competency. Level
of implementation of IT Policy was independent variable (IV), it had
ICT Policy implementation, and barriers to ICT implementation with
some following questions on infrastructure, coherent plan, technical
support, and internet connectivity etc. While students’ computer
competency was dependent variable (DV) of the study, which comprised
three parts; General computer knowledge, Word processing skills, and
Online communication: Browser and Navigation skills. The study
intended to find out whether level of IT Policy implementation (IV) had
relationship with the students’ computer competency (DV) in secondary
schools Gaya zone.
The Conceptual Framework also showed that apart from the IT Policy
implementation, there might be other factors which could affect
students’ computer competency, which if they were not addressed
properly could also affect students’ computer competency in
Government secondary schools, Gaya zone, these are extraneous
variables which comprised funding, political will, misconception, and
environmental/social factor, which could not be control by the
researcher.
2.3 Related Literature
2.3.1 Information Technology Policy in Nigeria
Although computer entered into the country’s education system in the
late 70’s and early 80’s, no concrete policy was evolved for its entry. into
the nation’s education system until the evolvement of the National
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Policy on Computer Education in 1988 (Federal Republic of Nigeria,
FRN, 1988). The 1988 document contained information on the
application of computer at various levels of the country’s education, and
with issues related to basic objectives, hardware and software
requirements. The document also comments on teacher training,
specifically, for the secondary school level. The implementation of the
policy was kick started with a training programme conducted for 197
teachers from across the country. In addition, computer systems were
introduced into the federal unity schools and armed forces secondary
schools. However, the initial enthusiasm gave way and little was
achieved about the set objectives.
Further impetus for ICT integration in the Nigerian school system came
with the 2001 National Policy on Information Technology, tagged “Use
IT”. It was a major step in the integration of ICT in all facets of the
country’s life. The document, among others, recommended a start up
grant of at least $158m and two percent allocation from the total national
budget for articulating the vision of the document. The Nigerian
National Policy on IT (FRN, 2001) has within its preview the vision,
mission, general objectives and strategies for the implementation of the
policy, and sectoral application for all sectors (health, agriculture,
tourism, etc.) was also embedded. Ironically, education was subsumed
under human resource development. The document, in the areas of
education, among others, envisaged the development of IT curricula for
all levels of Nigerian education, the facilities, and IT dedicated
institutions.
Although the document is a step in the right direction, however, it is
inadequate to impact positively on the Nigerian education as the
philosophical frame of reference is market driven and its little emphasis
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on the real integration and infiasion of ICTs in the country’s education
system (Yusuf, 2005a). In addition, the document was silent on the
education of the disabled and other disadvantaged. The revised National
Policy on Education (FRN, 2004) emphasized the need for ICTs at all
level of Nigerian education. For instance, the document stated inter alia
in Section ii sub-section 102 (a) that “All states, Teachers Resource
Centres, University Institutes of Education, and other professional
bodies shall belong to the network of Information and Communication
Technology (ICT)”. The document noted further in Section 11 sub
sections 102 (d) “Government shall provide facilities and necessary
infrastructure for the promotion of Information and Communication
Technology at all levels of education”, Another major aspect of the
document that is ICT related is the national virtual library project aimed
at the rejuvenation of the Nigerian schools through provision of easy
access to current books, journals, and other information resources using
digital technology (FRN, 2004). It must be emphasized, however, that
little or no efforts have been made to implement the ideas set out in
these 2001 and 2004 documents Yusif (2005).
Another major policy document on ICTs use in education is the
Ministerial Initiative on Education for the Nigerian Education System
(Federal Ministry of Education, FME, 2004). The document contains
information on the theoretical framework for e-education in Nigeria,
analysis of the Nigerian situation, that is, factors inhibiting or promoting
the integration of ICTs in education, components of e-education in
Nigeria, c-education blue print, and elements of the blue print strategies,
decade goals, mid-decade goals and the action plan, among others. The
ministerial initiative document though not encompassing enough to
address ICTs integration in Nigerian schools, contained policy
statements, which could leapfrog the integration of ICT in Nigerian
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schools. However, the removal of the Minister of Education who
initiated the document, probably accounts for non-implementation of the
document.
2.3.2 Empirical Evidences on the Implementation of ICTs Policy in
Nigeria
As noted earlier, the implementation of the 1988 national policy on
computer education was precursored by the training of teachers in
Federal Unity Schools and Armed Forces Schools. To ensure effective
implementation of the 2001 National Policy Information Technology
(IT), the Nigerian Information Technology Developments Agency
(NITDA) was established. In addition, the Digital Bridge Institute, in
Abuja, was established by the Nigerian National Communication
Commission (NNCC), to assist in the promotion of ICTs in Nigeria
Yusuf (2005). In spite of all these efforts, ICTs have not impacted
greatly on the Nigerian School System Adomi (2006). In fact, the impact
of ICT is much more noticeable in the economic and communication
sectors of the country.
Studies have established positive attitude among educators in Nigeria
towards computer education. For instance, Yoloye (1990) in his finding
revealed that educationists at the University of Ibadan have positive
perception and attitude towards computer and, in fact, would like to be
trained to use it. Similarly, most teachers in Nigerian secondary schools
have positive attitude towards computer education (Yusuf, 2005).
However, empirical studies have established that educationist at the
University of Ibadan level of use of computer is very low (Yoloye,
1990) and that wide gap exists between implementation and
requirements outlined in the Nigerian computer education policy (Jegede
& Owolabi, 2003). In addition, reasonable computer studies are yet to
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start in Nigerian secondary schools, the computer-student ratio is small,
funding by government has not been encouraging, computer education
syllabus is unpopular among students and parents and thus hardly
implemented, and teachers are inadequate to implement computer
education (Jegede & Adelodun, 2003). Teachers in Nigerian secondary
schools cannot implement computer education because majority of the
teachers are not competent in basic computer operation and in the use of
simple application software (Yusuf, 2005b). In view of this apparent
lack of proper implementation of ICTs at various levels of Nigerian
education, it is important to examine barriers militating against effective
implementation of ICT globally, as these may serve as lesson for proper
implementation of ICT in Nigerian Schools.
2.3.3 Barriers to ICTs Integration iii Nigerian School
The world, outside the school system has been able to achieve much in
the area of ICT integration in their daily routine. The digital divide
between Africa and the developed world is well established in literature.
Nigeria ranks 15th, even in Africa in Internet host at 1998 (Hall, l~98),
and deprivation in ICT use persists in Nigeria when compared with
global standard (FME, 2004). Globally, ICTs implementation in schools
has not been smooth sailing. Researchers have been concerned about the
barriers that have militated against effective integration of ICTs in
education.
Organizations in Africa have been concerned with the problem of poor
implementation of ICT in African school. For instance, the Association
of African University (AAU, 2000) examined the problem and major
obstacles affecting the use of ICT in African universities, and thus
defined the problems to be technical, non-technical, human and
organizational and financial. Technical obstacles identified include the
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poor telecommunication infrastructure, absence of national information
communication infrastructure, lack of university coherent plan for ICT,
problems of connectivity, lack of or limited bandwidth for ICT for
learning, teaching, and research, non-reliability of public electricity
supply, thus necessitating extra cost for standby generators. The non
technical deals with lack of professional development for faculty, human
and organizational aspect relates to inadequate planning for ICT
integration in regular activities of universities, and inadequate human
resource base, while financial relates to inadequate funding of ICT
infrastructure, maintenance of available facilities, and staff development.
Research findings on barriers to ICT application in other levels of
education have provided similar results. Some of the findings of these
studies are enumerated as follow. First, is the lack of teacher’s
confidence and teacher’s computer anxiety (BECTA, 2004). Second,
lack of teacher’s competency due to lack of time for training, lack of
pedagogical training, lack of skills training, and lack of ICTs focus in
initial teacher training (BECTA, 2004; Yusuf 2005b). Third, there is
lack of access to resources due to lack of hardware, poor organization of
resources, poor quality hardware, inappropriate software, and lack of
personal access for teachers. Fourth, is lack of time to use ICTs as a
result of school time table (BECTA 2004). Fifth, there are technical
problems which encompass lack of technical support, fear of things
going wrong, lack of telecommunication and other infrastructure, and
unreliability of electricity (BECTA, 2004).
Others include lack of or ineffective technological leadership in schools,
lack of clear vision, lack of incentives for teachers, lack of teachers’
participation in planning for ICT integration (Spodark, 2003). Since
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these barriers are known it is important to device strategies that will
provide enabling environment for ICTs use in Nigerian Schools.
2.3.4 Student Computer ~ompeteizcy
According to Andrei (2010), computer competency is the knowledge
and ability to use computers and related technology efficiently, with a
range of skills covering levels from elementary use to programming and
advanced problem solving. Computer literacy can also refer to the
comfort level someone has with using computer Programs and other
applications that are associated with Computers. The concepts of
computing competencies have been defined in terms of the expected
abilities of the computing literate individual. These abilities connect to
the process of understanding and using computing in one’s profession or
area of interest. The computing literate individual, however, has
mastered computing-oriented knowledge and skills. The result of this
process is to develop competencies required to use and interact with the
computer.
Computer competency, an interpretation relevant to everyone, can be
defined as the ability of a student within an educational program, and an
individual in general, to use and learn to operate personal computers to
solve problems in college, in one’s profession, and personal duties Ornes
(2007). These capabilities are demonstrated through specific knowledge,
skills, and personal attributes and can contribute to heighten employee
performance and, finally, to the individuals’ success. Accoding to
www.wikepedia.com Computer Competency is defined as the
knowledge and ability to use computers and related technology
efficiently, with a range of skills covering levels from elementary use to
programming and advanced problem solving. Computer literacy can also
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refer to the comfort level someone has with using computer Programs
and other applications that are associated with Computers. Another
valuable component of computer competency knows how computers
work and operate. Having basic computer skills is a significant asset in
the well develops Countries. This article has been directed to provide the
related information about the Computer Competency.
Competence is often defined as a Combination of awareness, skills and
attitude that enables an individual to perform a job to the standard
required for successful job performance. In other words, competence
deals with “what is expected in the workplace” with the emphasis on
performing an actual job and not gaining knowledge or skills for their
own sake. This article has been directed to provide the details pertaining
to computer competency, components of computer competency and
many more areas concern on this regards.
As per the recent developments in the IT Industry, there are five
computer based competencies were identified and generally accepted by
the IT Professionals. Those are can be named as Computer Hardware,
Computer Software, Computer Programming, Computer Integration and
General knowledge. Answer.Yahoo.com defines computer competence
as being able to perform simple tasks with a computer; Email, research,
interaction with others via the internet. Creating and editing documpnts,
spreadsheets and maybe a slide show (PowerPoint).
The computer is a technological innovation under the control of stored
programme that can perform some of the intellectual roles of man even
beyond human capability. It is a power-driven machine equipped with
keyboards, electronic circuits, storage compartments, and recording
devices for the high speed performance of mathematical operations.
Reith (1993) defines computer as an electronic device which stores
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information on disc or magnetic tape; analyses it and produces
information as required from the data on the tape. Sharing the same view
with Reith (1993), Kingsley (1995) sees computer as a device that
accepts data in one form and processes it to produce data in another
form. Adekomi (2001) defines computer as a combination of related
devices capable of solving problems by accepting data, performing
described operations on the data, and supplying the results of ~hese
operations. Hence, computer could be said to be a man-made machine
made up of electronic components that operates information at a very
high speed to produce results that are meaningful to the user. It is
basically a processor of information. Computer is a machine designed to
make life easier due to its speed, accuracy, ability to store large quantity
of information and to carry out long and complex operation without
human intervention.
Computer is an electronic device which accepts and processes data by
following a set of instructions (program) to produce an accurate and
efficient result (information). Yaro (2007) opined that a computer is an
electronic device that accepts data through input, the device processes
the data and yields results through output device (information).
Computer is not only a device that accepts data but also processes it and
makes result available to the user. Since the ultimate purpose of
computer is to produce information, the art of computing is referred to
as information technology. It is an electronic device that accepts user
problems as input through the input unit, processes the input in the
central processing unit and brings out the output through an output unit
in form of information.
According to Emetarom (2001), computer as an information gadget,
equipment or facility which increases efficiency and productivity.
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Wikipedia (20H) defined a computer as a programmable machine
designed to sequentially and automatically carryout a sequence of
arithmetic or logical operations. The use of computer remains invaluable
in all sectors of the economy. This is based on the fact that work is none
faster and results are accurately given as at when due.
Computers, irrespective of type and size have five basic parts namely,
Input Unit, Memory Units, Control Units (CU), Arithmetic and Logic
Units (ALU) and Output Units. Both ALU and CU are joined into one
piece of hardware known as the Central Processing Unit (CPU) which is
the brain of the computer. According to Adekomi (2001), the primary
functions of computers are: Imputing and storing information;
processing information; and out putting information. Computer has
specially designed languages for operations. These are FORTRAN,
COBOL, BASIC, ALGOL, PL/I and PASCAL. Kingsley (1995) posits
that a computer accepts data through its input devices such as the screen,
mouse, light pen, scanner, microphone, joystick and the like. It
processes data, stores it and outputs it through the output devices which
include the printer, loud speaker, computer output, microfilm and others.
Innovations appearing today indicate that the world is dependent on
computer technology (Ajibade, 2006). The computer is not only a game
or word processing and accounting alone, it is a great learning tool for
adults and little ones, nursery school pupils and secondary school
students, graduates and post graduate students.
Computer literacy is the knowledge and ability to use computers and
related technology efficiently and effectively. A person that has the
ability to operate a computer and understands the language used in
working with a specific system is said to be computer literate. Literacy
is the learning and mastering of symbols and how to interpret them. This
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point of view suggests that computer literacy is a very l3asic
understanding of how computers work. Ama (2001) concluded that
computer literacy could be measured in terms of ability to operate the
computers system and use some of its application packages to
accomplish a given task. The literacy aspect of a computer system
dwells much on the practical knowledge. The globalization of computer
system has made it compulsory for students to learn how to use the
computer system in order to enhance effective learning in the school
system.
Norman (1984) suggested that there are several levels of computer
literacy and that individuals should attempt to reach them. The first level
is the basic understanding of general concepts. The second level is the
understanding of how to use a computer to accomplish something
useful. The third level is the ability to program a computer, and the
fourth level is the understanding of the science of computation.
Moreover, Wolfe (1992) stated that due to the increasing accessibility to
computers all individuals should posses some level of computer literacy
in their lifetime.
Computer education is the effort or the ability to make the generality of
the people computer literate. Computer literacy means ability to tell the
computer what you want it to do and understand what the computer
says. To be computer literate amounts to be able to read, write and speak
the language of the computer (Ajibade, 2006). Computer education
encapsulates computer literacy, Computer Assisted Instruction (CAl),
and Computer Appreciation. Among the terms used to describe
computer in a learning environment are Computer-Based Education
(CBE), Computer Managed Instruction (CMI), Computer Supported
Learning (CSL), Computer Assisted Learning (CAL), Computerized
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Instruction (CI), Computer Assisted Teacher (CAT) and the like. In
addition, the need for computer education in Nigerian secondary schools
lies in the potentials of computer instructional purposes and its utility
value. The computer is a tireless, relentless, evaluating teacher which
has several modes of instruction at its disposal such as sound, sight and
touch.
According to Baugher (1999), in Language, a computer can present
words to be spelled, sound to be made, instructions to be followed,
images and symbols to be responded to by touching. Computer can be
used to evaluate student’s perfonnance and direct student backward,
forward and sideways for appropriate learning activities. Its patience,
memory and endless capacity for details are assets that defy competition
from ordinary teacher. Taking an unequivocal stand with Baugher
(1999), Elkhalm (2000) says that ‘computer might also be used to handle
the extremely complex programmes that are necessary for more
individualized learning.
The computer can present diagnostic test, provide branched progrmames
to accommodate individual needs, and furnish prescriptive assignments
that might refer the student to a textbook, a laboratory experiment or a
consultation with the instructor. Fajola (2001) assets that the computer is
diligent and consistent in its mode of operation, as it does not suffer
from tiredness or lack of concentration like human beings.
Computer performs multi-functional roles in teaching and learping
processes at all levels. At the primary and secondary levels of education
students can explore and generate learning through computer
programme. At the tertiary level, computer can be used to store the daily
or weekly observation of experiments in science. It can be used to mix
colour, separate colours, scan, draw, design various things and create
charts and graphs for instructional purposes (Ajibade, 2006). According
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to Adekomi (2001), information can be stored in manual files in the
computer.
The computer can provide a convenient technique for designing and
developing a course of instruction. It can equally provide dynamic
interaction between students and instructional programme not possible
with most media. Other potentials of computer in instruction identified
by Abimbade (1997) are: Computer helps students to learn at their own
pace; It produces significant time saving over conventional classroom
instruction; It allows students’ control over the rate and sequence of
their learning; It gives appropriate feedback; It promotes individualized
instruction through personalized responses to learner’s action to yield a
high rate of reinforcement; It provides a more positive and affective
climate especially for slower learners; It provides appropriate record-
keeping and thereby monitors students’ progress; It puts more
infomiation in the hands of teachers; Novelty of working with a
computer raises students’ motivation; It provides reliable instruction
from learner to learner regardless of the teacher/learner at any time of
the day and location; It directs instruction to learners; and It provides
instruction at comparable expenses to other media.
2.3.5 ICT education iii Nigeria
A study by Abagi & Odipo (1997) involving 28 teachers and 10 head
teachers from 10 primary schools in one administrative division in Uasin
Gishu district, revealed that the 8-4-4 system of education had neither
managed to orient youths towards technical and vocational careers nor
equipped them with appropriate employable skills. The participants
described the system as unsuccessful. Therefore suggesting that the
policy had failed seriously in its fundamental objectives. The failure of
the policy was attributed to inadequate preparation prior to
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implementation, hurried implementation, and lack of necessary
infrastructure and, lack of technically and vocationally trained teachers.
Esharenana E. (2008), conducted a study on “Application of ICT in
Nigerian Secondary Schools in 20 state” his finding revealed that limited
information infrastructure and lack or inadequate ICT facilities in
schools are the major problems affecting computer education in
Nigerian secondary schools.
Hulick (2008) carried out a study in Slippery Rock University on
computer competence of incoming college students. A competency test
was developed and administered to more than 1500 students during the
spring and summer of 2008. The study found that 58% of the students
failed to meet the normally passing grade of 60% on the test. These
results conformed to results found by every other study in the literature.
Any formal testing of the college students, no matter who the authors,
subjects or content areas were, had returned the same bad news: well
over half of students did not have the necessary computer skills to
function in an information-based society.
Many studies have documented gender differences in computer
competency. Females demonstrated less computer-related confidence
than males did (Miura, 1987; Abbis, 2008). A questionnaire survey by
Ford, Miller, and Mosa (2001) found gender to be a major predictor of
Internet use and attitudes. Female students experienced more difficulty
finding information on the Internet, and felt less competent and
comfortable using the Internet. They used the Internet less frequently
than male students and used fewer Internet applications. The study by
Jackson, Ervin, Gardner, and Schmitt (2001) revealed no gender
difference in the frequency of Internet use, but female undergraduate
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students displayed more computer anxiety and less computer self
efficacy. Tella and Mutula (2008) found that male undergraduate
students in Botswana were more experienced and used computers more
than their female counterparts. The authors also indicated that students
with higher computer literacy were more inclined to use the library.
Odell, Korgen, Schumacher, and Delucchi (2000) found that male
college students spent significantly more hours on the Internet and
indicated gender differences on purposes of use.
Li and Kirkup (2005) compared the Internet use of college students in
China and the United Kingdom and found that male students in both
countries were more self confident in their computer skills than female
students were. More female students reported difficulties in their
information search than male students did. Baro and Fyneman (2009)
reported that male undergraduate students were more digitally literate
and aware and use library resources more than female students. In
addition to the gender factor, Kwon and Song (2011) indicated that
personal traits affected student information competence. The study of
Odell et al. (2000) showed that students majoring in business, math, and
hard sciences spent more hours on the Internet than did students
majoring in education, communications, humanities, and social science.
Kenny (2002) conducted a qualitative study of 21 Australian students
and found a major theme of “computer confidence.” Students identified
this as both enhancing and detracting from student learning because
most had little experience with computers prior to nursing school. A
leading cause of frustration and anxiety in their program was related to
computer hardware and software, specifically identifying email,
presentation software, spreadsheets, databases, and literature searches as
most relevant. Interestingly, there was also a minority of students with
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extensive backgrounds in computers who were frustrated by peers who
lacked computer experience. This study illustrates the diversity among
students, as well as the need for schools to provide the means to help
students who need to improve their computer competency level to
maximize their learning and to use computer technology as a means for
both on-the-ground and distance students to successfully form a learning
community.
Ornes & Gassert (2007) examined faculty syllabi to determine the
informatics content present in 18 nursing courses. They found that
students were not routinely exposed to computerized learning, faculty
were a significant barrier to students learning increased computer skills,
and students were not adequately prepared to use information
technology. The competencies assessed were broad applications of
administration, communication, data access, documentation, patient
monitoring, desktop software, and systems, with a primary focus on
patient clinical information systems. Although this provides an overview
of infonnatics capabilities, it does not delineate specific computer skills
needed and used by both faculty and students. It does indicate a need for
faculty to become more skilled themselves to facilitate the development
of informatics and computer skills for their students.
McDowell (2007) specifically explored computer competency in
baccalaureate nursing students at one university in the U.S. mid-Atlantic
region from 1997 to 2005 by surveying 411 students on admission and
429 students on graduation. They also explored global categorids of
microcomputer use, keyboard skills, word processing, spreadsheet
experience, database use, email, World Wide Web, bibliographic
database search, computerized statistical programs, and presentation
packages, but did not report on specific items within these categories.
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They found that baccalaureate nursing students were not adequately
prepared to effectively use technology and according to student self
reports, competencies did not increase during their course work in
spreadsheet experience, database search, or the use of statistical
programs. These are broad categories requiring many computer skills;
however, the specific computer knowledge and competencies needed for
both faculty and students were not identified in this study.
hang, Chen, & Chen (2004) examined seven overall domains as well as
100 specific computer competencies for nursing students by surveying
29 experts from nursing-related institutions in Taiwan to ascertain which
specific competencies should be developed. In the seven domains, they
found that attitudes toward the computer and principles of computer
applications were most important, whereas program design and the
concepts of hardware, software, and network were least important. In the
competency domain of skills in computer usage (which ranked fifth in
importance out of the seven domains), the most important skill identified
was the ability to use the word processor. Other skills of statistical
significance related to education included spreadsheet programs,
presentation editing software, management of files, use of peripherals,
and use of clinical information systems. Because these experts were
identifying skills for the nursing profession overall, specific
competencies for students to be successful in a nursing program were
not identified.
2.4 Gaps Revealed in the Literature
Most of the studies were done in universities and in general studies of
ICT and its use but not in secondary schools. Examples are the works of
Yolaye (1990), Yusif (1998), Jegede and Owolabi (2003). This indicated
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that there was need to conduct a study on the related area in ICT in
Government secondary schools in Nigeria.
Studies in ICT have concentrated on teachers alone BECTER (2004),
Yusuf (2005b), while in this study the researcher’s focus is on students’
competency not teachers. This showed there was need to investigate the
relationship between level of implementation of IT Policy and students’
computer competency
No such study has been found to cover this part of Nigeria specifically
especially Gaya zone, Kano-Nigeria. As most of the studies revealed in
the related literature there was a wider gap in the area of the study,
because no study was found relevant to ICT in Gaya Zone Kano state
Nigeria, all the studies in the related literature were either conducted in
other state (part), or even outside the country. Therefore study on
implementation of IT Policy and students’ computer competency was
highly required in this area in order to find out the cause and the effect.
On the content majority of studies on were on ICT, computer literacy or
computer use and even were done outside Nigeria as literature revealed
examples are the studies of Ford et el (2001), Jackson et el (2001). This
indicated a study to investigate the relationship between level of
Implementation of IT Policy and Students’ Computer Competency was
required to be done in Nigerian secondary schools in order to solve
computer incompetency among secondary schools students for
achieving the goals of National Infon~ation Policy of Nigeria.
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CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter covers the research methodology that was used in~ this
study. This includes among others research design, population of the
study, sampling procedure, validity and reliability of the instruments,
Data gathering procedures, data analysis and limitation of the study.
3.1 Research Design
The researcher used both qualitative and quantitative approaches, the
qualitative approach allowed the researcher to use secondary data (IT
Policy document) and it was non numerical terms, while quantitative
approach was used because both of the study variables were described in
number and it was aimed at discovering relationship.
The study adopted descriptive survey and correlation design, descriptive
survey method was better in reaching a great number for respondents.
The correlation was used because the researcher investigated~ the
relationship between level of implementation of IT Policy and students’
computer competency this means the cause and effect were examine..
3.2 Population
Target population
The study targeted 180 respondents which included both teachers and
students, Gaya zone has a total of 54 secondary schools, but among
these schools only four are schools used for Pilot schools for the sample
of implementation of ITP in the state. With these 4 pilot secondary
schools, the researcher conducted this research to show the level of ITP
implementation and students computer competency. Though all schools
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have Computer education as school subject, not all of them have been
included as Pilot schools but all have been in ITP policy.
These selected school had total of 60 teaching staff and 120 senior three
students making a total of 180 target respondents. These schools are
Government Girls secondary school Ajingi, Government secondary
school Gurduba, Government Girls secondary school Toranke and
Government secondary school Dundun.
3.3 Sample Size
Slovene’s formula was used to compute the sample size. Slovenc’s
formula states that, for any given population (N), the sample size (n) is
given by;N =125
1+N(a)2
Where; ii = the required sample size; N the known population size; and
a = the level of significance, which is fixed to be = 0.05. The
population and sample distributions of this study were categorized as
shown in table 1 below.
Table 1:Sample Size Distribution
Schools Target Population Minimum_Sample_SizeTeaching Students Teaching Studentsstaff staff
GGSSAjingi 15 — 30 10 21GSS Dundun 15 30 10 21GGSS 15 30 11 21TorankeGSSGurduba 15 30 11 20Total 60 120 42 83Grand Total 180 125Source: Primary data, 2013
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3.4 Sampling Procedure
The researcher used Stratified Random Sampling method to get the
sampling size of respondents for each category that is the teaching staff
and students. Simple random sampling was later used in selecting
respondents from each category. The study also used convenient
sampling in the choice of respondents. That is to say, for instance, the
researcher only distributed questionnaires to respondents who were
present on the day when the survey took place and those who were
absent were automatically excluded from the study.
3.5 Research Instruments
The research instruments that were used in this study composed of these
sections:
The face sheet was used to determine profile variables in terms of
gender, age, education level and work experience.
A researcher devised questionnaire measured implementation level of IT
Policy and students’ computer competency. Likert scale grading
1=~Strongly disagree and 4=Strongly agree was adopted in this study due
to its suitability in measuring perceptions, attitudes, values and
behaviours that relate to implementation of computer policy and
students’ computer competence.
The scale interval of this Likert’s 1-4 scale was computed as (i.e. Scale
interval (Highest scale — Lowest scale)/Highest scale) and the response
modes, scoring and interpretation of scores are as indicated below.
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Description InterpretationScale Mean range
4 3.26—4.00
3 2.51—3.25 Agree
You agree with no doubt at all
You agree with some doubt
Very satisfactory
Satisfactory
Fair
3.6 Validity and Reliability of the instrument
The instrument which was employed during data collection in this study
was questionnaire, therefore the researcher put much and extra care
about the instrument because it reached different levels of knowledge
which included teachers and students. Advised and judgment of experts
from university were put while setting the questionnaires. Four experts
in the field of Educational Management were used through the formula
suggested by Amin (2005),
CVI= R
N
x 100/1
Where R is the number of items declared valid and N is the total
number of items.
Table 2: Content Validity Index
Questionnaire Content Validity Index (CVI)
Questionnaire on ITP CVI 14
16 = 0.87
Questionnaire on students’ CVI 17 = 0.85
computer competency 20
Response
mode
Strongly
Agree
2 1.76—2.50 Disagree You disagree with no doubt
1 1.00—1.75 Strongly
Disagree
You disagree with no doubt at
all
Poor
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The test and re-test techniques were used for questionnaires. The
significance of the test was to ensure explicability or repeatability of
results, this process was repeated by giving the test to another group of
respondents at a different time and the results of the finding was the
same. Therefore the researcher tried his best to make appropriateness
and consistency in the study.
3.7 Data Gathering Procedures
Before Data Gathering: After defending the research proposal, an
introduction letter was obtained from the College of Higher Degrees and
Research that was addressed to the school heads in the secondary
schools in Gaya Zone for permission to conduct the study. The
researcher drafted a cover letter that was attached to the questionnaires.
A sufficient number of questionnaires were then printed.
During Data Gathering: The respondents were briefed about the study
and were requested to sign the Informed Consent Form. The respondents
were then requested to completely fill the questionnaires and keenly
follow the instructions and research assistant was employed.
After Data Gathering: The data gathered were edited, encoded into the
computer and statistically analyzed using the Statistical Package for
Social Sciences (SPSS).
3.8 Data Analysis and Descriptive Statistics
After the researcher sorting out the valid questionnaires and coding
accomplished, to derive useful meaning from the data, and examine the
propositions of this study, data from the survey were analyzed using
SPSS (Statistical Package for Social Sciences) version 16. The following
descriptive and inferential statistical approaches were applied:
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To identify the demographic characteristics of respondents, frequencies
and percentage distributions were used.
To determine the implementation level of IT Policy and students’
computer competency, means was used.
To establish the relationship between implementation of level df IT
Policy and students’ computer competency, Pearson’s correlation
coefficients was used.
3.9 Ethical Considerations
The following strategies were adapted to ensure the moral justification
of the investigation.
Informed consent: The researcher sought authorization from potential
respondents. The researcher ensured free consent from participants.
Anonymity and Confidentiality: The names or identifications of the
respondents were anonymous and information collected from them was
treated with utmost confidentiality.
Integrity: The researcher acted honestly, fairly and respectfully to all
other stakeholders that were involved in this study.
Ascriptions of authorships: The researcher accurately attributed to the
sources of information in an effort to celebrate the works of past
scholars or researchers. This ensured that no plagiarism occurred.
Scientific adjudication: The researcher worked according to generally
acceptable norms.
3.10 Limitations of the Study
The respondents were unwilling and doubting about the authenticity of
the research, introductory letter from CHDR was obtained and presented
which prove the study was basically academic and would be
confidential.
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Some of the respondents were unable to fill and return the
questionnaires on time, however follow up, calls, and checks to re~~ind
them on the dates of return was made by researcher and his assistances.
While some of the respondents might not return the questionnaires the
researcher produced extra copies in order to attain the study sample size.
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CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0 Introduction
This chapter presents the analysis of the data gathered and interpretation
thereof. It gives the demographic characteristics of respondents and
description of the objectives of the study, variables used and testing of
pertinent hypotheses as used in this study.
Demographic characteristics of respondents
This section determines the demographic characteristics of respondents
in terms of gender, age, education level and work experience. To
achieve it, questions were asked to capture these responses. Frequencies
and percentage distributions were employed to summarize the
demographic characteristics of the respondents as shown in Table 2.
Table 3: Objective 1 Frequency and percentages distribution of the
student’s respondents
Gender Frequency Percent (%)
Valid Male 39 47
Female 44 53
Total 83 100
Age
Valid 15-18 years 28 34
19-20 years 41 49
Above 20 years 14 17
Total 83 100
Source: Primary Data, 2013
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The study finding as revealed in Table 2 showed that majority 44 (53%)
of the respondents were female while 39 (47%) were male. This means
that the female students are dominant in the surveyed secondary schools.
This could be because of the high female population in Nigeria.
In regard to age, Table 2 revealed that majority 41 (49%) of the
respondents were within the age group of 19-20 years while 28 (34%) of
them were within the age bracket of 15-18 years and only 14 (17%) of
the respondents were within the age bracket of above 20 years. This
means that students within the age bracket of 19-20 years were dominant
in the study. This could be because the researcher surveyed students
from senior three so there are high chances that most of these students
are within this age group.
The finding of the students respondents is interpreted as female were the
majority of the of the students in Government secondary schools in
Gaya zone, also majority of them were between the age of 19-20 years
this could be they were final year students.
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Table 4 Frequency and percentages distribution of the Teaching
Staff Respondents
Gender Frequency Percent
Valid Male 20 48
Female 22 52
Total 42 100
Age
Valid 20-39 years 25 58
40-59 years 14 34
Above 60 years 3 8
Total 42 100
Level of Education
Valid Certificate 2 06
Diploma 9 22
Degree 26 62
Masters 5 10
Total 42 100
Working Experience
Valid 1-5 years 22 52
6-10 years 13 31
11-15 years 2 5
Above 15 years 5 12
Total 42 100
Source: Primary Data, 2013
The findings from Table 3 indicated that majority 22 (52%) of the
respondents were female while the male were represented by 20 (48%).
This means that the female respondents were dominant in this study.
This could be due to the female emancipation in Nigeria, also female are
considered to do every job better.
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In regard to age distribution, the findings in Table 3 revealed that
majority 25 (60%) of the respondents were within the age group of 20-
39 years while 14 ( 34%) of the respondents belonged to the age group
of 40-5 9 years and 3 (8%) above 60 years. This means that respondents
within the age group of 20-39 years were dominant in the study. ~This
could be because at such an age, most of them are young and fresh
graduates from respective high institutions and majority of Nigerian
populace are youth.
In regard to level of education, the findings from Table 3 revealed that
majority 26 (62%) of the respondents were degree holders while 9
(21%) of them had diploma qualifications. Respondents who were
masters and certificate holders were represented by 5 (12%) and 2 (5%)
respectively. This means that the surveyed teachers were dominated by
degree holders. This could be because of the high education level among
youth in Nigeria.
In regard to working experience, Table 3 revealed that majorit~/ 22
(52%) of the respondents were within the age bracket of 1-5 years while
those within the age bracket of 6-10 years were represented by 13
(31%}. Respondents within the age bracket of 11-15 years were 2 (5%),
while above 15 years represented by 5 (12%).
With regard to teaching staff respondents, the findings from the table 3
interpreted as females were the dominant in the study, this could be due
to the high female enrolment in schools, especially in higher institutions.
Majority of the teachers surveyed were in the age of 20-39 years this
could be due to fresh blood in the education sector, the result also
interpreted that degree holders were dominant in the study, this could be
due to the high level awareness of education in Nigeria. With regard to
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working experience the result interpreted as majority in 1-5 years, this
could be majority of teaching staff were youth.
4.1 Objective 1: Level of Information Technology Policy
Implementation
The first objective of this study was to examine the level of
implementation of National Computer Policy in Government secondary
schools in Gaya Zone. Table 4 below gives the summary of the findings.
The scale interval of this Likert’s 1-4 scale was computed as (i.e. Scale
interval = (Highest scale Lowest scale)/Highest scale) and the response
modes, scoring and interpretation of scores are as indicated below.
Scale Mean range Response Description Interpretation
mode
4 3.26 — 4.00 Strongly You agree with no doubt at all Very satisfactory
Agree
3 2.51 — 3.25 Agree You agree with some doubt Satisfactory
2 1.76 —2.50 Disagree You disagree with no doubt Fair
1.00 — 1.75 Strongly You disagree with no doubt at all Poor
Disagree
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Table 5: Mean of the Extent of Implementation of IT PolicyInterpretati
ITP IMPLEMENTATION Mean on
ITP Implementation
I have a positive attitude towards IT integration to the 2.50 Fair
education sector
The teachers are well trained on ICT 2.49 Fair
Student has interest on ICT programme 2.43 Fair
The school has sufficient IT facilities 2.35 Fair
The teachers we have in this school are enough to 2.34 Fair
implement the computer education policy
The computer student ratio in this school is big enough 2.33 Fair
The school belongs to a network of information and 1.98 Fair
communication technology
My school is funded by the government to help 1 .70 Poor
promote computer integration
Average mean 2.27
Barriers to ICT Implementation
We have national information and communication 2.63 Satisfactory
infrastructure
Teachers have enough time to allocate for ICT studies 2.59 Satisfactory
The internet connectivity within the country is good 2.55 Satisfactory
We have university coherent plan for ICT 2.51 Satisfactory
The school has good technical ICT support 2.43 Fair
The school has computer laboratory 2.39 Fair
The electricity is very reliable in our school 2.28 Fair
Our school has effective technological leadership 2.19 Fair
Average mean
General average
Source: Primary Data, 2013
2.13
2.20
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For objective one of the study, Table 4 revealed respondents disagree
with level of implementation of IT Policy in their respective schools
with general average mean of 2.20 and was interpreted as fair.
In details to IT policy implementation Table 4 revealed that majority of
the respondents disagreed that they have a positive attitude towards IT
integration to the education sector (mean=2.50) interpreted as fair, as
well as teachers are well trained on ICT (rnean~2.49) interpreted as fair.
With respect to student has interest on ICT programme (mean=2.43)
also interpreted as fair, likewise they disagree on their schools have
sufficient IT facilities (mean=2.35) interpreted fair.
On further scrutiny, majority of the respondents disagreed that the
teachers they have in their schools were enough to implement the IT
policy (mean~2.34) interpreted as fair, also in respect of the computer
student ratio in their schools are big enough (mean=2.33) the result
interpreted fair, likewise they disagree that the schools belong to a
network of infonnation and communication technology (mean=l .98)
interpreted as fair and respondents strongly disagree that their schools
are funded by the government to help promote computer integration
(rneanl .70) interpreted as poor.
With regard to barriers to ICT implementation, Table 4 revealed that
majority of the respondents agreed that they have national information
and communication infrastructure (mean~2.63) interpreted as
satisfactory, also teachers have enough time to allocate for ICT studies
(mean=2.59) interpreted as satisfactory, the internet connectivity within
the country is good (mean=2.55) interpreted as satisfactory and have
university coherent plan for ICT (mean=2.51) also interpreted as
satisfactory.
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On further scrutiny, Table 4 revealed that other respondents disagreed
that their schools have good technical ICT support (mean=2.43)
interpreted as fair, the school has computer laboratory (rnean2.39)
interpreted as fair, the electricity is very reliable in our school
(mean=2. 19) interpreted as fair.
The findings is in line with Yolaye (1990), Jegede, 0. (2003), and Yusuf
(2005), which shows teachers in Nigerian secondary schools ca’nnot
implement computer education because majority of the teachers are not
competent in basic computer operation and in the use of simple
application software. The findings also in conformity with studies of
Association of African Universities (AAU 2000) these studies are
enumerated as follow. First, is the lack of teacher’s confidence and
teacher’s computer anxiety (BECTA, 2004). Second, lack of teacher’s
competency due to lack of time for training, lack of pedagogical
training, lack of skills training, and lack of ICTs focus in initial teacher
training (BECTA, 2004; Yusuf200Sb).
Third, there is lack of access to resources due to lack of hardware, poor
organization of resources, poor quality hardware, inappropriate software,
and lack of personal access for teachers. Fourth, is lack of time to use
ICTs as a result of school time table (BECTA 2004). Fifth, there are
technical problems which encompass lack of technical support, fear of
things going wrong, lack of telecommunication and other infrastructure,
and unreliability of electricity (BECTA, 2004).
4.2 Objective 2: Level of Students’ Computer Competency
The third objective of this study was to determine students’ computer
competency in Government secondary schools in Gaya Zone. Table 5
below gives the summary of the findings.
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Table 6:Mean and Rank of Level of Students’ Computer
Competency
General computer knowledge
Student can name one input device and one output device 3.48 Very highStudent can start and exit a computer program 3.16 HighStudent know how to use a mouse to “drag” an item 3.15 HighStudent know how to restart his computer 3. 12 HighStudent know what RAM stands for and how much RAM 2.95 Highmy computer hasStudent can minimize, maximize and move windows on 2.89 High
the desktopStudent can create a simple database using Access 2.71 HighStudent can create a basic excel spreadsheet 2.53 HighStudent can create a simple presentation using PowerPoint 2.44 Low
Average mean 2.93Word processing SkillsStudent can create itemized lists (cx. bulleted format) 3.36 Very
satisfactory
Student can edit, copy, cut and paste a block of text or 3.30 Very highselected objectsStudent can use undo/redo functions 3.22 HighStudent can select and change font sizes and types, styles 3.00 High
(e.g. boldface italics, underlining, etc.)Student can change printer parameters like page numbers, 2.90 High
paper orientation, margins and proportions, etc.Student can save, print and preview documents 2.65 High
Average mean 3.07Online Communication: Browser and Navigation SkillsStudent can use search engines to locate desired 2.73 LowinformationStudent can use email 2.50 LowStudent can use the browser basic commands to surf the 2.46 Low
InternetStudent can attach/detach documents to/from email 1.97 Low
messagesStudent understands the different between search engines 1.84 Low
(e.g. Google) and directories (e.g. Yahoo)Average mean
General average mean
Source: Primary Data, 2013
2.302.77
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With regard to students’ computer competency, Table 4 revealed a
general average mean of (mean~2.77) which was interpreted as sigh.
This was attributed to the high average mean scores by the respondents
which were used to measure student’s computer competency such as
word processing skills (average mean=3.07), general computer
knowledge (average rnean2.89), and online communication (average
rnean~2. 18).
In regard to general computer knowledge, majority of the respondents
strongly agreed that they could name one input device and one output
device (mean~3.48) interpreted as very high. Others agreed that student
could start and exit a computer program (mean=3.16) interpreted as
high, likewise on the student knows how to use a mouse to “drag” an
item (mean3.15) interpreted as high, also on student knows how to
restart their computer respondents agree (mean=~3. 12) interpreted as ~high
and they also agree on student knows what RAM stands for and how
much RAM my computer has (mean=2.95) interpreted as high.
On further scrutiny, majority of the respondents agreed that student
could minimize, maximize and move windows on the desktop
(mean=2.89) interpreted high, also on student can create a simple
database using Access (mean2.7 1) interpreted high and respondents
agree on student can create a basic Excel spreadsheet (mean=2.53)
interpreted high. However some respondents acknowledged that student
could not create a simple presentation using PowerPoint (mean=2.44)
interpreted as low.
In regard to Word Processing, (average mean 3.07) interpreted as high in
details Table 4 revealed that majority of the respondents strongly agreed
that student could create itemized lists (mean~3.36) interpreted very
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high, student can edit, copy, cut and paste a block of text or selected
objects (rnean=3.30) interpreted as very high, student can use undo/redo
functions (mean=3.22) interpreted as high, student can select and change
font sizes and types, styles (mean~3.OO) interpreted as high, student can
change printer parameters like page numbers, paper orientation, margins
and proportions, etc. (mean=2.90) interpreted as high and student can
save, print and preview documents (mean~2.65) interpreted as high.
In regard to online communication, Table 4 revealed that majority of the
respondents agreed that student could use search engines to locate
desired information (mean=2.73) interpreted as high. However majority
of the respondents also revealed that student could not use email
(mean=2.50) interpreted low and student can use the browser basic
commands to surf the Internet (mean=2.46) interpreted low.
Other respondents disagreed that student could attach/detach documents
to/from email messages (rnean=I.97) interpreted low, on student
understand the difference between search engines (e.g. Google) and
directories (e.g Yahoo) the respondents disagree (mean=I .84)
interpreted as low.
On the students’ computer competency, the finding of the study is
interpreted as high based on the general mean (2.77).
4.3 Relationship between level of IT Policy Implementation and
Students’ Computer Competency
The third objective of this study was to establish the relationship
between the level of implementation of IT Policy and students’
computer competency in Government secondary schools in Gaya Zone,
Pearson’s Linear Coefficient Correlation (r) was used to establish to
establish this relationship.
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Variables r-value Sig. Interpretation Decision on H~
correlated
IT Education Policy 0.346 0.206 No significant Accepted
Implementation Vs correlation
Students’ Computer
Competence
Legend: If the significant value is equal or less than 0.05 level of
significance, the interpretation is significant
If the significant value is more than 0.05 level of significance, the
interpretation is not significant.
The results in Table 7 reveals that level of IT Policy implementation is
not correlated with students’ computer competency (r~0.346,
Sig=0.206) hence the null hypothesis was accepted that there is no
significant relationship between level of implementation of IT Policy
and students’ computer competency. The findings showed that level of
IT Policy had no significant effect on the students’ computer
competency, this implying that their high computer competendy is
induced by other factors like attending commercial café, using handset,
attending social gatherings etc.
Table 7: Pearson’s Linear Coefficient Correlation (r) of the
relationship between level of ITP Implementation and Students
Computer Competency
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CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter covers the discussions of the study findings, conclusion of
the study and proposed recommendations.
5.1 Discussion
Objective one; Level of IT Policy Implementation
The aim of this objective was to examine the level of implementation of
IT Policy in some selected Government secondary schools in Gaya zone,
in regard to level of IT policy implementation it was constructed in to
two part, ICT Implementation and barriers to ICT implementation. The
first construct had eight questions I have the positive attitude towards IT
integration to the education sector, the teachers are well trained on ICT,
student has interest on ICT programme, the School has sufficient IT
facilities, the teachers we have in this school are enough to implement
the computer education policy.
Also the computer student ratio in this school is big enough, the School
belongs to a network of information and communication technology, all
the seven questions the responses indicated fair implementation of IT
policy, only my School is funded by the government to help promote
computer integration was poor. These findings are in collaboration with
studies carried out by Goshit 2006, Okwudushu, 2005, Adomi 2003,
Ighoreje and Ajayi, n.d which discovered that, there were inadequate
ICT facilities, ignorance and misconception on ICT programme,
underfunding, high cost of ICT facilities, and lack of workforce ICT
training in most of Nigerian schools.
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With regard to second construct barriers to ICT implementation it had
eight questions, in four questions the respondents showed satisfactory;
we have national information and communication infrastructure,
teachers have enough time to allocate for ICT studies, the internet
connectivity within the country is good, we have university coherent
plan for ICT, this is in contrast of Adomi, (2006) which revealed that
ICT development and application are not well establish in Nigeria
because of poor information infrastructure.
while the School has good technical ICT support, the school has
computer laboratory, the electricity is very reliable in our school, and
our School has effective technological leadership the respondents
showed fair, this is in conformity with finding of Adomi (2006) which
high cost of ICT facilities and electricity failure have been the persistent
problem militating against ICT application and use in Nigeria.
Table 4 revealed a general average mean of 2.20 and was interpreted as
fair. This shows that, the respondents disagree with level of
implementation of IT Policy in their respective schools. This included
policy implementation (average mean=2.27) and barriers to .ICT
implementation (average mean~2.20).
It was found out that there was problem in the implementation of IT
policy in Government secondary schools in Gaya zone this could be due
to the government in ability to provide adequate resources and train the
teachers in Information and Communication Technology program. This
findings was in conformity with studies by (BECTA, 2004 cited by
Yusif 2005), that lack of teachers competency, lack of resources, lack of
time and technical problems are the major problems for the ICT
application. Also Esharenana and Kpangban (2005), indicated that poor
information infrastructure, lack of ICT facilities, frequent electricity
interruption, interest among students, inadequate ICT manpower, limited
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budget, poor management, among others are the causes of low ICT
Application in Nigerian secondary schools.
Objective two; Students’ Computer Competency
The objective two of this study tried to assess students’ computer
competency in secondary schools, it was constructed in to three parts;
general computer knowledge, word processing skills, and online
communication: Browser and Navigation skills. General computer skills
had nine questions, one which is student can name one input device and
one output device it was answered very high, other seven questions
Student know what RAM stands for and how much RAM his computer
has, student know how to use a mouse to “drag” an item.
Likewise student can minimize, maximize and move windows on the
desktop, student can start and exit a computer program, student can
create a basic excel spreadsheet, student can create a simple database
using Access, and student know how to restart his computer, the result
revealed high, student can create a simple presentation using PowerPoint
the result showed fair.
With regard to word processing skills two questions the result showed
very high these are student can create itemized lists (ex. Bulleted format)
and student can edit, copy, cut and paste a block of text or selected
objects, while the four questions student can use undo/redo functions,
student can save, print and preview documents, student can select and
change font sizes and types, styles (e.g. boldface italics, underlining,
etc.),
Student can change printer parameters like page numbers, paper
orientation, margins and proportions, etc. the results revealed high. With
the Online Communication: Browser and Navigation skills there were
five questions, on student can use search engines to locate desired
information, the result indicated high, but other four questions student
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can use the browser basic commands to surf the Internet, student can use
email, student can attach/detach documents to/from email messages, and
student understand the difference between search engines (e.g. Google)
and directories (e.g. Yahoo) the result revealed fair.
With regard to students’ computer competency, Table 5 revealed a
general average mean of (rnean~2.77) which was interpreted as high.
This was attributed to the high average mean scores by the respondents
which were used to measure student’s computer competency such as
word processing skills (average mean=3 .07), general computer
knowledge (average mean~2 .93), and online communication (average
mean=2.30). This might to be students attend commercial café, possess
and use phones, or they have background.
Though the general finding on students’ computer competency is in
contrast to the study by Jegede and Owolabi (2011) which revealed that
there is a problem of student computer incompetence in most of the
secondary schools in Nigeria in their research which showed that only
17% of the surveyed secondary school teachers constituted the computer
teaching force in Nigeria, still the general average mean (2.77) is not
very high, and result shows there was low students’ computer
competency on Online communication: Browser and Navigation skills.
Objective three; Relationship between level IT Policy
Implementation and Students Computer Competency
The results found out that level of implementation of IT Policy is not
correlated with students’ computer competency (r=0.346, Sig~0.~206)
hence the null hypothesis was accepted. This is because results indicates
that all the ICT education implementation policy under analysis together
account for only 8% of the variations in students’ computer competency
(adjusted r2 0.080). This finding is in contrast with Esharenana (2008),
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who conducted a study on “Application of ICT in Nigerian Secondary
Schools in 20 state” his finding revealed that limited poor information
infrastructure and lack or inadequate ICT facilities in schools are the
main problems affecting computer education in Nigerian secondary
schools.
5.2 Conclusion
The study investigated the level of implementation of Information
Technology Policy and students’ computer competency in selected
Government secondary schools Gaya zone, Kano Nigeria. Data were
collected from selected four pilot secondary schools in the zone these
were; GSS Dundun, GSS Gurduba, GGSS Ajingi and GGSS Toranke.
The study was guided by General System Theory by Chen and Stroup
(1993). Descriptive survey design was used in the study, frequency and
percents were used for the first objective, means was used for the second
and third objective, relationship between level of implementation of ITP
and students’ computer competency was explored through correlation
testing which was the fourth objective.
Objective one: The first objective was to examine the level of
implementation of IT Policy in Government secondary school in Gaya
zone, the result of the findings shows that, there was poor
implementation of IT Policy in the schools under study. This showed
that secondary schools have no adequate resource to implement Natfonal
IT Policy, therefore the federal government of Nigeria should provide
adequate resources to ministry of education in order to provide adequate
ICT facilities to Government secondary schools nationwide and train
teachers on ICT education.
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Objective two: The second objective of the study was to assess
students’ computer competency which results showed was high, this
shows that most of the secondary school students can operate computer
at secondary school level. Therefore the government and school
administrators should motivate the students on ICT education especially
on online communication.
Objective three of this study was to establish relationship between
implementation of IT Policy and students’ computer competency the
findings revealed that there was no significant relationship between level
of implementation of IT Policy and students computer competency
(r~0.346, sig= 0.206). The findings showed that level of implementation
of IT Policy had no much influence on students’ computer competency,
government should improve the monitoring of IT Policy implementation
and encourage secondary school students on computer education.
The finding of the study validated the General System Theory by Chen
and Stroup (1993) which posits that all policies are environmental inputs
transformed by the political system.
The finding of the study also indicated that, the correlation between
level of implementation of IT Policy and students’ computer
competency is insignificant; therefore the null hypothesis is accepted.
5.3 Recommendations
In view of the finding of the study the researcher recommends the
following:
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o Federal government of Nigeria should establish a
commission/board which will monitor and make sure all
Nigerian schools are complied by IT Policy implementation.
o Federal government should provide adequate budget, at least
26% of national budget to the Ministry of Education as
recommended by UNESCO.
o Ministry of Education should admit more male students and
employ more male teachers for gender balance.
o Adequate ICT infrastructure, high internet connectivity, regular
teachers training, etc should be made by ministry of education.
o Ministry of power and energy should connect and give steady
power to all secondary schools’
o More effort should be put by school administrators on students’
computer competency with regard to online communication:
Browser and Navigation skills.
5.4 Areas for Future Study
The researcher has covered the area of policy implementation and
students’ computer competency on ICT, other researchers are therefore
required to take further some areas that were not covered in order to pick
out or bridge the gaps remain in the ICT implementation and teaching in
the schools.
1. Government funding and students’ computer competency in
secondary schools.
2. Students’ background and computer competency,
3. Teachers’ motivation and students’ computer competency
4. Even the implementation of IT Policy and students’ computer
competency can be carried out in other part of the country.
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APPENDIX IA: TRANSMiTtAL LETTER FROM THE
COLLEGE OF GIIER DEGREES AND RESEARCH
Ggaba Road - KansangaRO. Box 20000. Kampala, Uganda
KAMPALA Tel: +256-414 - 2~e13 /+256 -772- 322563INTERNATIONAL
AI~ UNIVERSITY website www kiu.aG.Ug(ifl~1C ‘~
OFFICE OF THE HEAD OF DEPARTMENT, EDUCATION, OPEN ANDDISTANCE LEARNING
COLLEGE OF HIGHER DEGREES AND RESEARCH (CHDR)Date 27” - No~ ember. 2(112
RE~ REQUEST OF MUSTAPIIA HABIBU TAJO ~IED/37O~9/l2I/DFTO COM~UCT RESEARCH IN YOUR ORG ~NlZATlO~.
The above mentioned Is a bonafide student of Kampala International Universitypursuing Masters in Educational Management and Administration.
He is currently conducting a research entitled “Educational Policy andStudents’ Computer Competency in Selected Secondary Schools inGaya Zone, Kano State, Nigeria.”
Your organization has been identified as a valuable source of Informationpertaining to his research project. The purpose of this letter is to request you toavail him with the pertinent information he may need.
Any information shared with him from your organization shall be treated withutmost confidentiality.
Any assistance rendered to him wIll be highly appreciated.
Distance Learning (CHDR)
The He~h~~
Dr.rip,~ S.-. S~SS S
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APPENDIX lB
TRANSMITTAL LETTER FOR THE RESPONDENTS
Dear Sir! Madam,
Greetings!
I am a master’s candidate in Educational Management and
Administration of Kampala International University. Part of the
requirements for the award is a dissertation, My study is entitled,
Implementation of national computer policy and students’ computer
competency in selected government secondary schools in Gaya zone~
Kano state Nigeria. Within this context, may I request you to
participate in this study by answering the questionnaires? Kindly do not
leave any option unanswered. Any data you will provide shall be for
academic purposes only and no information of such kind shall be
disclosed to others.
May I retrieve the questionnaire within ten days (10)?
Thank you very much in advance.
Yours faithfully,
Mr. Mustapha Habibu Tajo
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APPENDIX II
CLEARANCE FROM ETHICS COMMITTEE
Date________________
Candidate’s Data
Name
Reg.# __________________________________
Course
Title of Study
Ethical Review Checklist
The study reviewed considered the following:
Physical Safety of Human Subjects
Psychological Safety
Emotional Security
Privacy
Written Request for Author of Standardized Instrument
Coding of Questionnaires/Anonymity/Confidentiality
Permission to Conduct the Study
Informed Consent
Citations/Authors Recognized
Results of Ethical Review
Approved
Conditional (to provide the Ethics Committee with corrections)
Disapproved/ Resubmit Proposal
Ethics Committee (Name and Signature)
Chairperson _________________________________
Members __________________________________
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APPENDIX mINFORMED CONSENT
I am giving my consent to be part of the research study ofMr. Mustapha
Habibu Tajo that will focus on Implementation of national computer
policy and students’ computer competency.
I shall be assured of privacy, anonymity and confidentiality and
that I will be given the option to refuse participation and right to
withdraw my participation anytime.
I have been informed that the research is voluntary and that the
resultswillbegiventomeiflaskforit
Initials:______________________
Date__________________
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APPENDIX IV A
FACE SHEET: DEMOGRAPHIC CHARA~ERISTICS OF THE
STUDENT RESPONDENTS
(1) Gender (Please Tick):
(1)Mafr
— (2) Female
(2) Age
_(1)15-18 years
_(2)19-20 years
_(3)Above 20 years
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APPENDIX IV B
FACE SHEET: DEMOGRAPHIC CHARACTERISTICS OF THE
TEACHING STAFF RESPONDENTS
(1) Gender (Please Tick):
(1)Male
— (2) Female
(2) Age
(1) 20-39 years
(2)40-59 years
_(3)Above 60 years
(3) Education Level (Please Specify):
(~) Certificate
_(2) Diploma
(3) Bachelors
(4) Masters
(5) Ph.D.
(4) Working Experience (Please Tick):
(1) 1-5 years
(2) 6-10 years
(3) 11-15 years
(4) Above 15 years
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APPENDIX IV C
QUESTIONNAIRE TO DETERMINE TUE LEVEL OF IT
POLICY IMPLEMENTATION
DIRECTION 1 Please write your rating on the number after each
option which corresponds to your best choice in terms of education
policy in your school. Kindly use the scoring system below;
Response mode Rating Description
Strongly agree 4 You agree with no doubt at all
Agree 3 You agree with some doubt
Disagree 2 You disagree with some doubt
Strongly disagree I You disagree with no doubt at all
ICT POLICY IMPLEMENTATION
1 Student has interest on ICT programme
2The teachers are well trained on ICT
3The School has sufficient IT facilities
4The School belongs to a network of information and
communication technology
51 have a positive attitude towards IT integration to the education sector
6The computer student ratio in this school is big enough
7My School is funded by the government to help promote computer
integration
8The teachers we have in this school are enough to implement the
computer education policy
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BARRIERS TO ICT INTEGRATION
iWe have national information and communication infrastructure
2We have university coherent plan for ICT
3The internet connectivity within the country is good
4The school has computer laboratory
5Our School has effective technological leadership
6The electricity is very reliable in our school
7 Teachers have enough time to allocate for ICTstudies
8The School has good technical ICT support
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APPENDIX IV D
QUESTIONNAIRE TO DETERMINE THE LEVEL OF
STUDENT COMPUTER COMPETENCY
Direction: please indicate your response by ticking the best answer on
each item on the option provided below.
Response mode Rating Description
Strongly agree 4 You agree with no doubt at all
Agree 3 You agree with some doubt
Disagree 2 You disagree with some doubt
Strongly disagree I You disagree with no doubt at all
GENERAL COMPUTER KNOWLEDGE
1 Student can name one input device and one output device
2 Student know what RAM stands for and how much RAM my computer has
3 Student know how to use a mouse to “drag” an item
4 Student can minimize, maximize and move windows on the desktop
5 Student can start and exit a computer program
6 Student can create a basic excel spreadsheet
7 Student can create a simple database using Access
8 Student can create a simple presentation using PowerPoint
9 Student know how to restart his computer
WORD PROCESSING SKILLS
1 Student can edit, copy, cut and paste a block of text or selected objects
2 Student can use undo/redo functions
3 Student can save, print and preview documents
4 Student can select and change font sizes and types, styles (e.g.
boldface italics, underlining, etc.)
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5 Student can create itemized lists (ex. bulleted format)
6 Student can change printer parameters like page numbers, paper
orientation, margins and proportions, etc.
ONLINE COMMUNICATION: BROWSER AND NAVIGATION
SKILLS
1 Student can use the browser basic commands to surf the Internet
2 Student can use email
3 Student can attach/detach documents to/from email messages
4 Student can use search engines to locate desired information
5 Student understand the difference between search engines (e.g.
Google) and directories (e.g. Yahoo).
TIlE END
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APPENDIX VI
POLICY FOR INFORMATION TECHNOLOGY (IT)
Federal Republic of Nigeria
EXECUTIVE SUMMARY
1 Preamble
Information Technology (IT) is the bedrock for national survival and
development in a rapidly changing global environment, and challenges
us to devise bold and courageous initiatives to address a host of vital
socio-economic issues such as reliable infrastructure, skilled human
resources, open government and other essential issues of capacity
building.
In addition, an Information Technology policy built on reliable human
resources and infrastructure constitutes the fundamental tool and means
of assessing, planning, managing development change and for achieving
sustainable growth. It is for this reason that every progressive country
has a national IT policy and an implementation strategy to respond tO the
emerging global reality and thus avert becoming a victim of the digital
divide.
A developing nation like Nigeria, that aspires to participate effectively
and become a key player in the emerging Information Age needs to have
in place, a highly efficient Information Technology system driven by a
vibrant national IT policy.
2 Vision Statement
To make Nigeria an IT capable country in Africa and a key player in the
Information Society by the year 2005, using IT as the engine for
sustainable development and global competitiveness.
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3 Mission Statement
To ‘USE IT’ for:
(i) Education
(ii) Creation of Wealth
(iii) Poverty Eradication
(iv) Job Creation.
(v) Global Competitiveness
4 General Objectives
i. To ensure that Information Technology resources are readily available
to promote efficient national development.
ii. To guarantee that the country benefits maximally, and contributes
meaningfully by providing the global solutions to the challenges of the
Information Age.
iii. To empower Nigerians to participate in software and IT
development.
iv. To encourage local production and manufacture of IT components in
a competitive manner.
v. To improve accessibility to public administration for all citizens,
bringing transparency to government processes.
vi. To establish and develop IT infrastructure and maximize its use
nationwide.
vii. To improve judicial procedures and enhance the dispensation of
justice.
viii. To improve food production and food security.
ix. To promote tourism and Nigerian arts & culture.
x. To improve healthcare delivery systems nationwide.
xi. To enhance planning mechanisms and forecasting for, the
development
of local infrastructure.
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Chapter 16: Policy Implementation 35
CHAPTER 1: HUMAN RESOURCE DEVELOPMENT
1.1 Policy Statement
The nation will endeavor to develop globally competitive quality
manpower in IT and related disciplines.
1.2 Objectives
(i) To develop a pooi of IT engineers, scientists, technicians and
Software developers.
(ii) To increase the availability of trained personnel.
(iii) To provide attractive career opportunities.
(iv) To develop requisite skills in various aspects of IT.
(v) To develop made in Nigeria software to earn foreign exchange.
(vi) To develop domestic computer components.
1.3 Strategies
(i) Making the use of IT mandatory at all levels of educational
institutions through adequate financial provision for tools and resources.
(ii) Developing relevant IT curricula for the primary, secondary and
tertiary institutions. Such curricula will be based on the appropriate
national syllabus at the selected level and other global certification
syllabi, to tie into key elements of government’s Universal Basic
Education (UBE), the proposed digital virtual library scheme, and
related educational initiatives. A virtual university system shall be
established.
(iii) Establishing facilities for electronic distance learning networks and
ensure effective Internet connectivity, which will provide opportunities
for educationally disadvantaged areas to educationally leapfrog into the
modern era.
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(iv) Encouraging IT companies with appropriate incentives to compel
them to invest in education and training through certification for tax
rebates through existing government bodies experienced in such matters
such as the Industrial Training Fund (ITF) and
Centre for Management Development (CMD).
(v) Establishing study grants and scholarships to deserving Nigerians.
(vi) Promoting “Training the Trainers” scheme using existing
establishments such as the National Youth Service Corps (NYSC), the
National Directorate of Employment (NDE) to boost capacity building
in IT.
(vii) Empowering IT institutions and development centres to develop IT
capacities initially at zonal, state and local levels.
(viii) Facilitating the growth of private and public sector dedicated
primary secondary and tertiary IT educational institutions.
(ix) Working in partnership with related domestic and international
initiatives such as “Nigerian Human Professionals in the Diaspora”, and
the United Nations “Transfer of Knowledge through Expatriate
Nationals” (TOKTEN) program.
CHAPTER 2: INFRASTRUCTURE
2.1 Policy Statement
The government, through National Information Technology
Development Agency (NITDA) shall establish and develop a National
Information Infrastructure (NIl) ‘backbone’ as the gateway to the Global
Information Infrastructure (GIl) interconnecting it with State
Information Infrastructure (SIT) and the Local Information
Infrastructure (LII).
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2.2 Objectives
(i) To provide leadership direction and vision to guide IT infrastructure
development.
(ii) To provide equitable access to all users and stakeholders.
(iii) To guarantee the privacy, integrity, accuracy, confidentiality,
security, availability and quality of personal information.
(iv) To create an ubiquitous and affordable technology with an open
standard’t approach, scalable and capable of adapting to changes.
(v) To provide a reliable and secured gateway to the Global Information
Infrastructure.
(vi) To stimulate the creation and sharing of national and international
knowledge.
(vii) To encourage private sector investment in IT particularly in
Information Infrastructure.
(viii) To ensure that interoperability and openness are promoted through
the utilization of efficient, high-capacity and multi-media technologies.
(ix) To promote electronic trade, business and commerce.
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KANO ST~.TE SENIOR SECONDARY SCHOOLS MANAGEMENT BOARD~ ~OVEHNMENT GIRLS JUNIOR ARABIC SECONDARY SCHOOL
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GOVT0 SECONDAHY SCHOOL GURDUHAKANO STATE
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RESEARCHER’S CURRICULUM VITAE
Name Mustapha Habibu Tajo
Gender Male
Nationality Nigeria
Contact address : P.O Box 42 Dundun Ajingi L.~El Kano state.
Tel +2347032763258
Emai 1 : [email protected]
EDUCATION BACKGROUND
YEAR INSTITUTION AWARD
2012-2013 Kampala International University MED (Educational
Management and
Administration
(Pursuing)
2004 F C E Kano, Nigeria PGDE (ENG)
2002 B U K Computer Cert.
1996-2002 Bayero University Kano Nigeria. Bsc Mass comm.
1988-1993 Government Secondary school AJINGI SSCE
1982-1987 Dundun primary school Primary Cert.
WORKING EXPERIENCE
YEAR MINSTRY OF EDU POSITION
20052012 G S S Gurduba Vice principal
HOBBIES
o Sports
o Reading
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LANGUAGE PROFICIENCY
Language written Spoken
Hausa Excellent Excellent
English Very good Excellent
REFEREES
Surveyor Ahmad M A.
Ministry of works, Abuj a Nigeria.
Saidu Madaki
Federal Character Commission, Abuja Nigeria.
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