Otm Project 3

TITLE PAGE

THE PLACE OF INFORMATION AND COMMUNICATION

TECHNOLOGY IN THE TEACHING AND LEARNING OF

SECRETARIAL SKILLS IN POLYTECHNICS

BY

OKEME ABDULKERIM U.FPI/HND/OTM/08/017

A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF

OFFICE TECHNOLOGY AND MANAGEMENT (OTM) ,

FEDERAL POLYTECHNIC IDAH,

KOGI STATE.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF HIGHER NATIONAL DIPLOMA (HND) IN OFFICE

TECHNOLOGY AND MANAGEMENT

OCTOBER , 2010.

APPROVAL PAGE

This project report has been approved for the Department of

OfficeTechnology and Management Federal Polytechnic, Idah.

________________________ ____________________

M.E. EZE DateSupervisor

_____________________ ____________________M.E. EZE DateHead of Department

_____________________ _____________________External Examinar Date

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DEDICATION

This project report is dedicated to God Almighty for seeing me through in

this academic pursuit.

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ACKNOWLEDGEMENTS

My sincere gratitude goes to God almighty for his wonderful guidance

from the beginning till the completion of this work and throughout the

pursuit of my academic programme.

My special thanks goes to my supervisor, Mr. M.E. Eze and Mr. M.O.

Ugwuanyi the project coordinator and all the lecturers in the department for

their valuable contribution to the success of this work, particularly to my

supervisor who despite his academic work read through the project and

made the necessary corrections.

My great appreciation goes to my parents, brothers, sisters and friends

for their assistance and encouragement and moral support throughout my

programme.

My special appreciation goes to Mr. Alih Yakubu a.k.a “BOGA”,

and the non teaching staff especially, Secretary to the department Mr.

Ugwuanyi, Mr Clement and Deborah for their cooperation and

understanding throughout my programme.

Finally, I can’t conclude this acknowledgement without giving thanks

to my one and only Miss Esther Ann Adegbe and her entire family

especially Fidelia, Jacinta, and Mama Victor who all sat by my side and

never gave up in making sure I make a successful end to my programme.

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Almighty God shall continue to strengthen you more and more in Jesus

name (amen), I love you all.

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ABSTRACT

This research is focused on the place of Information and Communication Technology in the teaching and learning of Secretarial skills. The main purpose of this research was to find out the teaching and learning of word processing skills, the teaching and learning of internet skills, the teaching and learning of Management information skills, the teaching and learning of data processing skills. Four research questions were formulated and questionnaires were used to obtain data from the population of 60. From the data analysis the following findings were made: that ICT plays important role in the teaching and learning of word processing skills in polytechnics, that the role of ICT in the teaching and learning of internet skills include acquisition of new ideas, helps in training of students in distance areas, provide teachers with current teaching aids among others. That ICT helps in the teaching and learning creation of document, storage of document, retrieval of document, disposal of document and protection of document, all these are the roles of ICT in Information Management system. That the roles of ICT in the teaching and learning of data processing skills includes; the teaching and learning of calculation skills, sorting of data, classification of data, recording of data and the teaching and learning of storing of data.

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TABLE OF CONTENT

Title page - - - - - - - - i

Approval Page - - - - - - - ii

Dedication - - - - - - - - iii

Acknowledgement - - - - - - - iv

Table of Contents - - - - - - - vi

List of Tables - - - - - - - vii

Abstract - - - - - - - - viil

CHAPTER I

INTRODUCTION - - - - - - 1

Background of the Study - - - - - - 1

Statement of the Problem- - - - - - 2

Purpose of the Study - - - - - - 2

Significant of the Study - - - - - - 3

Research Question - - - - - - - 3

Scope of the Study - - - - - - - 4

CHAPTER II

LITERATURE REVIEW - - - - - 5

Conceptual Frame Work - - - - - 5

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The role of ICT in the teaching and learning of word processing skill - 14

The role of ICT in the teaching and learning of internet skill - - - - - - 16

The role of ICT in the teaching and learning of Management Information

(MIS) skill - - - - - - - - - - 19

The role of ICT in the teaching and learning of Data processing skill - - 21

Summary of literature Review - - - - - - - - 23

CHAPTER III

RESEARCH METHODOLOGY - - - - - - 24

Introduction - - - - - - - - - 24

Design of the Study and Method - - - - - - 24

Area of the Study - - - - - - - - - 24

Population of the Study - - - - - - - - 24

Instrument for Data Collection - - - - - - - 24

Validation of the Instrument Used - - - - - - 25

Method of data Collection - - - - - - - 25

Method of Data Analysis - - - - - - - - 25

CHAPTER IV

DATA PRESENTATION AND ANALYSIS - - - - - 25

Research Question 1 - - - - - - - - 25

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Findings of the study - - - - - - - - 34

Discussion of Findings - - - - - - - - 35

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION - - 37

Summary - - - - - - - - - - 37

Conclusion - - - - - - - - - - 38

Recommendations - - - - - - - - - 38

Suggestion for Further Research - - - - - - 39

References - - - - - - - - - - 40

Appendix

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LIST OF TABLES

Table 1: The roles of ICT in the teaching and learning of

Word processing skills - - - - - 27


Internet skills - - - - - - 29


Management Information System (MIS) skills - 31


Data processing skills - - - - - 33

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CHAPTER I

INTRODUCTION

Background of the Study

The world is undergoing drastic changes everyday due to

technological innovations. The change in technology especially in

information and communication technology (ICT) has a great impact on

secretarial profession and in the performance of their duties as a secretary as

well as their training. Information and communication technology of today

has made the work of a secretary to be carried out with a lesser fatique, it has

also served as a motivating factor for secretaries. The application of

information and communication technology tools in the teaching and

learning of secretarial skills, has made it very easy and less tasking in

becoming a professional secretary. Today, there are pools of information

resource site in the internet through the World Wide Web (www).

Information and communication technology equipments used in the

teaching and learning of secretarial skills in polytechnics have brought about

great revolution in the secretarial field, secretaries can now transmit

message, prepare itinerary for their boss no matter the distance within the

shortest period of time through the use of internet. ICT has globalised the

world. Ayeni (2005), said that ICT has reduced the world to a global village

turning all parts of the world to everybody’s neighborhood. Thus, events in

one part of the world are felt by the people and societies far away and vice-

versa.

The roles of secretaries have changed form the old fashioned

secretaries. Gone are those days where the job of secretaries depends only on

the use of manual typewriters, computers have succeeded in taking the place

of the manual typewriters with the present development in the field of

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management information system and information and communication

technology. Teaching and learning of secretarial skills via ICT became

inperative because of the wide spread of information and communication

technology of our time which has virtually affected every area of man’s life.

It is on the foregoing that this paper examined the place of ICT in the

teaching and learning of secretarial skills in polytechnics.

Statement of the Problems

It has been observed that polytechnic students in Nigeria cannot

operate the information and communication technology gadgets effectively.

Worst of it all, steady power supply is another vital problem. It was

also observed that some ICT instructors lack the competence to enhance

teaching and learning.

Also, the costs of acquisition of these ICT equipments are slowing the

pace of acquiring these secretarial skills.

If the above problems are not adequately solved, they will hinder the

students from acquiring the basic ICT secretarial skills that makes them to

contribute their quota to the development of their organization.

Purpose of the Study

The major purpose of this research work is to determine the place of

information and communication technology in the teaching and learning of

secretarial skills in polytechnics.

This study will specifically seek to:

1 To determine the place of ICT in the teaching and

learning of word processing skills in polytechnics


learning of internet

skills in Polytechnics

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learning of Management information system (MIS) skills in

polytechnics.

4 To determine the place of ICT in the teaching and learning of ICT in

the teaching and learning of data processing skills in polytechnics.

Significance of the Study

The result of this research work will be of great benefit to students in

polytechnics and other higher institutions of learning.

The research work will also be important to the government, since it

will educate them on the need to equip tertiary institutions with modern

information and communication technology equipments.

Lastly, it will also be of significance to the students as it provides a

fore-sight on their professional expectations in the modern business world

and as a research material for further studies on relevant topic.

Research Questions

1 What are the roles of ICT in the teaching and learning word

processing skills in polytechnics?

2 What are the roles of ICT in the teaching and learning of internet

skills in polytechnics?

3 What are the roles of ICT in the teaching and learning of

Management information skills in polytechnics?

4 What are the roles of ICT in the teaching and learning of data

processing skills in polytechnics?

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Scope of the Study

The study covers the place of ICT in the teaching and learning of

secretarial skills in polytechnics, the advances made in technology, cost of

acquiring ICT gadgets, competences on the side of the instructors, ability of

the students to operate ICT gadgets and the effect of poor power supply.

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CHAPTER II

Review of related literature

This chapter deals with the literature reviewed in connection with the

place of information and communication technology in the teaching and

learning of secretarial skills in the polytechnic. The review of related

literature would be discussed under the following headings

1. Conceptual framework

2. Roles of ICT in the teaching and learning of word processing skills

3. Roles of ICT in the teaching and learning of internet skills

4. Roles of ICT in the teaching and learning of Management information

system (MIS) skills

5. Roles of ICT in the teaching and learning of data processing skills

6. Summary of literature review.

Conceptual Framework

Teaching, according to Overbaugh (2003), is said to be the science

and art of assisting a person to learn. To him, the science in teaching entails

the use of acquired knowledge from natural and behavioural sciences in

order to help appreciate the circumstances and personality of the learner

while the art aspect of teaching involves the use of creative and

demonstrative skills in aiding the delivery of instruction.

Technically, Overbaugh (2003) also views teaching as assisting the

learner to develop insight into a problem or to form as association between a

response and a stimulus. In the words of Overbaugh (2003), Ogwo and

Oranu (2006), they also viewed teaching as a partnership enterprise between

the teacher and the student, which ultimately leads to permanent changes in

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behaviour of the student, the nature of teaching act is so complex and

interated that its dimensions, scope ans outcomes need to be planned

carefully and systematically ever before teaching commences.

According to Ajoma (2009), the central purpose of teaching is to

effect desirable changes in students behaviour (ie promotion of learning), for

learning to be promoted, students must respond to the learning experiences

to which they are exposed to enable the teachers determine whether or not

instructional objectives have been acquired. The teachers on the other hand

must be continuous learners as they cannot promote learning if they are

ignorant of what it takes to learn. They must therefore, know specific subject

matter areas such as shorthand, typing, Accounting, different computer

packages among other relevant requirement.

Learning as posited by Anderson and Block (1987), is a relative

permanent change in behaviour that manifests due to reinforced practices.

They maintained that the phrase “relatively permanent” excludes from the

definition changes in behaviour that result from temporary or transient

conditions such as fatique, influence of drugs or adaptation. They, from the

view point of development, further explain learning as “knowledge and

skills accumulated through out a life time.

Ajoma (2009), observed the fact that what we do today does not

depend only on our natural capabilities and maturational level, but also what

we leant in the past; he further said that learning is interactive and comes

through active interchange with the environment, either in movement and

manipulation or in observation and discrimination. Ogwo and Oranu (2006),

describe learning as “the process by which some activities enable the learner

acquire experiences that tends to influence (change) his/her future

behaviour, provided that the characteristics of the change in behaviour

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cannot be explained in a native response tendencies, maturation or

temporary state of the learner”. Ajoma (2009), viewed that it is a common

knowledge that for effective learning to take place, there must be learning

resources. These resources are devices, real objects or representations which

teachers use to communicate effectively with learners. Example include real

objects, models, projectors, overhead projectors, films, radio, slide

projectors, textbooks, pictures and charts, video taped instructions,

chalkboard and many more. These resources are very important, Nwoji

(1999), remarked that teaching and learning resources are very vital to

effective teaching and learning and should be employed by teachers in

teaching.

In addition to learning resources which makes learning effective,

effective learning follows some learning processes. Learning processes are

the various ways through which learning occurs. Igboke (2005), listed some

of these learning processes as follows;

Trial and error: to achieve competence in a thing, mistakes are often made

and corrections taken until learners attain “perfection”.

Learning by doing: for instance, mathematics and accounts are leant by

working exercises, typewriting by frequent practicing everyday.

Learning by demonstration: here, the teacher conducts the operation or

construction before the class and explains his actions as he proceeds.

Learning by thinking: learners or students learn when their instructions

allow thinking by asking questions and taking part in the discussions.

Learning by installment: new knowledge is best acquired in small doses

since human mind is capable of absorbing only a limited amount of

information at a given time. Progress through a lesson should embrace series

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of steps, with each step being understood or mastered before the next step is

taken.

Learning by observation: learners acquire information, collect data and

obtain ideas about things and events as they watch the teacher perform,

hence, the learner’s abilities are developed.

Strategies and principles for teaching and learning secretarial

education consist of those laws or consistent pattern of behaviour which

follows teaching and learning. These include those non teaching attributes

such as teacher’s personality, commitments, efficiency in the use of schedule

teaching (Eze, 1994 and Ogwo and Oranu, 2006). For example, a teacher

may prepare a good lesson but this is not a guarantee that the lesson will be

taught if he is nasty, wicked and uninterested in the students or work.

For teaching and learning of secretarial education to be effective, the

secretarial teacher should adhere strictly to these general rules (strategies

and principles) of teaching. Teaching as stated by Farrant (1982), Obi

(2005), should start from;

General knowledge to specific knowledge: for instance, the uses or

function/parts of a typewriter as a writing tool should be taught to learners

before teaching the importance of and handling of the cylinder of a

typewriter to them.

Concrete things to abstract things.

Known to unknown: teaching should be done with reference to a related

knowledge to the subject matter the learners already have.

Simple things to complex things: simple things are easier to remember than

complex ones.

Teaching should be learner centered

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Eze (1994), gave other teaching strategies to be employed by teachers

at a particular time in order to maximize the teaching and learning outcome.

Thus teachers should;

Ensure the suitability of curriculum content selected for the subject matter in

order to achieve its intended outcome. Thus, teachers should;

Ensure the suitability of curriculum content selected for the subject matter in

order to achieve its intended outcome;

Choose and define appropriate teaching methods,

Choose and define appropriate instructional material for actualization of

learning and best delivery of the subject matter, and

Choose and determine the most appropriate evaluation technique for

achievement of the intended learning outcome at the end of the teaching and

learning process.

Continuing on some general principles of teaching and learning,

Ogwo and Oranu (2006), further pointed out the following;

Law of maturation: learners should wait on maturation as a child cannot

learn until he/she is ready (matured) to learn.

Motivation: this is a prime mover in human behaviour and refers in a

classroom situation to something the teacher does to get students interested

or respond in designated or given ways. These includes word of praise, good

grades, smiles and comment of approval like keep it up, good, excellent,

carefully planned and well delivered lessons also sustain and energize

students interest in the planned material.

Learning experiences should be meaningful to the learners: students are

more likely to learn concepts, attitudes and skills that are meaningful to

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them. Secretarial education teachers should therefore relate their lectures to

issues and problems that have immediate and future concerns to learners and

the society.

Principles of open and effective communication lectures should be presented

in ways that encourage students to discuss and ask questions.

Teacher’s attitude: secretarial education teachers should be positive and

geared towards motivating learners through showing love and concern,

among other.

Duration: there should be a period of recess for fairly long periods of

workshop/laboratory practice for instance 5-6 hours. The secretarial

education teacher should plan the activities in such a way as to provide room

for recess after the first two or three hours of work.

Information refers to messages, facts or details about something or

somebody. According to Afeidia (2006), he defined information as data,

which has been processed in such a way as to be meaningful and useful to

the person who receives it. They refer to data as facts, activities and

transactions which have been recorded as raw materials from which

information is produced. According to Imolorihe (2006), information

involves facts that are collected which can be verbal, or written, through

story or observation.

Communication, according to Adebayo (2006), human

communication is a subtle and ingenious set of process. It is always thick

and thousands of ingredients, signals, cold, meaningful no matter how

simple the message or the transaction. It is a varied set of process; it can use

any one of a hundred different means, either words or gesture. Whenever

people interact, they communicate.

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Ojukwu (2004), defines communication as a means used to transfer a

message from one person to another in the case of automated system. He

further said that communication is a two way process, it is concerned with

understanding and for communication to be successful; the idea convened

must be received without being altered, confused or misunderstood.

Information and communication technology (ICT) therefore is a

communication process in which information (inputs) is recorded, stored and

retrieved, processed for decision making (output) on planning, operation and

controlling (Ajoma, 2009). Thus it guarantees effective and efficient

collection of information for easy transmission to appropriate areas for

immediate use in planning, implementation and evaluation processes in

educational programmes. Ater, Tiough and Nevkar (2006), citing Williams

and sawyer (2001), observed ICT to be; computers, auxiliary equipments,

software and firmware (hardware) and similar procedures, services and

related resources. It includes any equipment or interconnected system or

subsystem of acquisition, storage, manipulation, management, movement,

control, display, switching, interchange, transmission or reception of data or

information.

ICT has globalized the world. Ayeni, (2005), said that ICT has

reduced the world to a global village, turning all parts of world to

everybody’s neighborhood. Thus, events in one part of the world have on

people and societies far away and vice-versa.

The roles of ICT in the teaching and learning of secretarial skills

cannot be over emphasized. Some of these roles include:

Acquisition of new ideas, knowledge, skills and methodology in teaching

and learning secretarial skills: Ajoma (2009), observed that with the help of

ICT, some ideas and skills adopted in developed countries like America and

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united kingdom can now be read and learned through internet and satellite

and be applied in Nigeria. Educators and students now update their

knowledge and methodology through ICT.

Information and communication technology encourages teamwork.

Employees in globalize enterprises need to work as a team. It encourages

educators and students to engage in teamwork in order to share ideas,

experiences and knowledge that will help them teach, learn and solve their

scientific problems. Supporting this view, Dede (2006), said that computer

supported collaborative learning (C.S.C,L) is one of the measures brought in

by ICT to help people learn and work in team in global networked visual

teams. CSCL also enhances team performance through communicating each

others ideas, creating group dialogue and decision.

Information and communication technology has changed the methodology

of teaching and learning secretarial skills in schools. Teaching and learning

has been changed from traditional chalkboard to electronic learning

requiring ICT skills for teachers. Nyahute (2006), observes that teachers

now can talk less, do less and achieve more. He also added that teaching and

learning have shifted from teacher centered to material centered, where the

teacher only guides students to use the available material to achieve learning

objectives.

In the same vain, it provides teachers with current teaching aids used in

teaching and learning process. Okoro (1993), recommended any equipment

used for instruction and learning secretarial skills must as much as possible,

be a replication of actual equipment used in industry. Such equipment

include; computers, multimedia, internets, video conferencing systems e.t.c

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.

Information and communication technology also helps in controlling

problems arising from enrolment of more students in to secretarial education

in our schools and colleges. With the increase in enrolment of more students

into secretarial departments, teachers have problem in teaching these

students with very limited equipments and traditional method of teaching.

However, ICT has orientated teachers to use audio and video equipments to

teach a very large number of students at a time (Ajoma, 2009).

ICT helps in training students in distance areas through the use of internet,

satellite dish, radio, television and many others. ICT is seen here as an

instrument of localization where teachers now teach without real contact

with the learners and learners now learn in their houses or work places.

Though ICT, the menace of space, time and distance has been broken. With

this, secretarial education can be taught and learned through distance

learning programmes to help participants update their educational

qualification (Aboho, Andurai and Aboho, 2006).

ICT increases motivation in both teachers and students and retain student’s

interest to learn, through engaging learners in productive work, increasing

their perception of what they are doing and what they need to do. Learners

are motivated to learn with greater interest when they see the reality of what

they are doing. This is, why Cogburn (2006), postulates that before now,

students had no much interest and motivation in the teaching and learning

process, but now, the use of telecommunications through ICT has aroused

and sustain their interest and motivation to work, while the teacher only

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guides and assists them on what to do and what not to do. ICT has now

saved teachers time to achieve learning objectives within a teaching period.

These and other numerous roles of ICT in teaching and learning

secretarial skills show the need for secretarial education teachers to join in

the ICT drive. But the questions are: how much of ITC does the teacher

know, and how much of it can he, use? How ready is the government to

support the use of ICT in education in Nigeria?

The role of Information and Communication Technology in the teaching and learning of Word Processing Skills:

Word processing is a word – saving system of recording, storing and

retrieving typewritten data, utilizing correctable magnetic type or other

storage facility often with visual presentation on a screen (Eunice, 2004).

Eunice (2004), citing Azuka (1999), also asserts that word processing refers

to the use of computers to handle text and produce typed and/or printed

documents. He further said that word processing consists of processes,

which processes through drafting, laying out, correcting, storing, retrieving

communicating information and printing of documents. Igbinoba (2000) and

Nwosu (2001), are of the view that word processing is one of the basic skills

required by secretaries in technological environment as executives often rely

on secretaries to provide comprehensive, accurate and up to date information

promptly to enable them arrive at quality management decisions. Supporting

this view, Chukwumezie (2001), adds that the secretary needs this skills so

as to be able to find, select and write simple programs, and type, modify,

rearrange, print and even ease and proficiency. Nwogwugwu (2000),

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observed many benefits accruable from acquisition of word processing skills

and competence. These include;

Reducing the length of time required to do work.

Ensuring accuracy and efficiency.

Eliminate drudgery

Ensure standardization of work

Accelerating the speed and capacity of office work done etc

The role of ICT in teaching and learning word processing skills includes:

Teaching and learning Creation of Document: with the role of ICT in

word processing skills, most of the secretaries have now known how to

create mail able document using the computer. According to French (2006),

a document refers to anything that is produced using word processing

programs such Microsoft word. Document creation is a text entry operation.

According to Oyewole and Obeta (2002), every living being is

involved directly or indirectly in word processing which is the process

whereby documents such as letters, report, memos are produced manually

either by hand (hand writing) or manually operated machines (manual

typewriters) and electronic word processing which is the art of preparing

documents with the aid of an electronic device such as word processor and

computers using available word processing software.

Teaching and learning Editing of Document: Editing involves the process

of effecting correction on already keyed in documents and this may require

addition of text to the document or removal of text from the document. ICT

has made editing to be possible and fast using the computer because many

word processing packages are supported with electronic dictionaries and

processing routines that carryout automatic checking of errors (Oyewole,

2003).

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Teaching and learning Formatting of Document: with the role of ICT in

word processing, virtually all secretaries have realized the easiest and fastest

way of displaying their work. Eunice (2004), viewed formatting of

documents to be the means of rearranging the layout for final printout. He

further said that, formatting function permits choice of styles and pitches,

automatic page numbering, margin justification, line spacing, italicizing,

underscore, bold to mention but a few.

Teaching and learning Saving of document: this is the process of filing

using computers. According to Kolawole (2000), saving to a secretary is the

act of keeping valuable document to aid other needed facts for future use or

in a case where the needs of such document arise. Before now, the

traditional way of saving documents is by filling and keeping them in the

file cabinet but with the introduction of ICT, documents are now saved

electronically using computer.

Teaching and learning Printing of Document: according to Levin (2000),

the final phase of word processing involves savings and ultimately printing

your work. Printing is the act of issuing a command to the word processor

coupled with a printer to produce a hard copy of the processed data for

organizational use. ICT has made it possible for documents to be produce in

hard copy with a simple touch on the keyboard. Idoko and Zubairu (2002),

viewed word processing as the corner stone of office automation.

The Role of ICT in The Teaching And Learning Of Internet Skills

The internet is the greatest developmental endeavour in the last

millennium. According to Ohakwe (2004), he described the internet as the

major breakthrough in technology, a revolution, and the wonders of the

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millennium and indeed the most flexible medium of communication

currently available in this technological era.

The internet is the greatest development which has affected all human

endeavour in the last millennium. The internet is an international network of

computers, the world largest communication network which links hundreds

of nation, thousands of companies and over fifty millions of computers all

over the world (Chukwudebe, 2000). The internet has become the largest

and most important network today and has evolved into global information

super highway. Umaru (2006), described internet as a vast information super

highway that facilitates computer users both nationally and internationally to

communicate directly as if they were part of a giant global computing

machines. Ayeni (2005), observed that ICT has reduced the world to a

global village turning all parts of the world to everybody’s neighbourhood.

Some of the roles of ICT in the teaching and learning of internet skills

includes.

Acquisition of new ideas: Ajoma (2009), observed that with the help of

ICT, some ideas and skills adopted in developed countries like America and

united kingdom can now be real and learned through internet and satellite

and be applied in Nigeria. Educators and students now update their

knowledge and methodology through ICT. They can now shift from their old

and cultural methods of impacting knowledge to more scientific and new

methods. There is hope that business education through ICT would provide

skilled workers, current skills and knowledge to meet the needs of new

industries, productions pattern and teaching and learning methods.

ICT helps in training students in distance areas: ICT helps in the training

of students in distance area through the use of internet, satellite dish, radio,

television and many others. ICT is seen here as an instrument of localization,

27

where teachers now teach with out real contact with the learners and learners

now learn in their houses or work places. Through ICT, the menace of space,

time and distance has been broken. With this, business education (secretarial

skills) can be taught and learned through distance learning programmes to

help participants update their educational qualifications (Aboho, Andural

and Aboho, 2006).

Provide teachers with current teaching aids: it provides teachers with

current teaching aids used in teaching and learning process. Okoro (1993),

recommended any equipment used for instruction and learning secretarial

skills must as much as possible, be a replication of actual equipment used in

industry. Such equipment include; computers, multimedia, internets, video

conferencing systems e.t.c

ICT aids teaching large number: information and communication

technology also helps in controlling problems arising from enrolment of

more students into office technology and management department.

According to Ajoma (2009), he viewed that, with the increase in enrolment

of more students into the department of office technology and management

(OTM), teachers have problems in teaching these students with very limited

equipments and traditional method of teaching. However, ICT has orientated

teachers to use audio and video equipments to teach a very large number of

students at a time.

Changing the methodology of teaching and learning: ICT has changed

the methodology of teaching and learning of secretarial skills in schools.

Teaching and learning has been changed from traditional chalkboard to

electronic learning requiring ICT skills for teachers. Nyahute (2006),

observes that teachers can now talk less, do less and achieve more. He also

added that teaching and learning have shifted from teachers centered to

28

material centered, where the teachers only guides students to use the

available materials to achieve learning objectives.

The Role of ICT In The Teaching And Learning of Management Information System (MIS) Skills

MIS is an information system designed to provide information needed

for effective decision making by managers. Information is required to

identify as many alternative goals ass possible, to appreciate the relationship

between alternatives and compute the trade off included in the choice to be

made (Eze, 2010). Management information system is the way by which

records are managed in an organization. The role of ICT in teaching and

learning management information system skills includes;

Teaching and learning Creation of Records: according to Osuala and

Okeke (2006), record creation involves determining what forms or report to

use and developing procedure for records control. Records are the collection

of data or information for smooth running of the institution and they are kept

for further actions or future reference. The data or information to be

processed by the computer must be presented in a machine sensible from

that is, the language of the particular input device.

According to French (2006), input is the first step in producing

information collected and introducing data into computer. A transaction is a

business event such as sales, purchases, employing new staff, hiring of

workers and the liker. These transactions are recorded on paper and later

entered into the computer or they may be directly recorded through terminals

of transaction processing (TPSs), such as cash registers and order entry

terminals. A TPSs is any given system that records transactions. Often, the

29

same system also processes the transactions, summarizing and routine

information to other systems, therefore, these systems transaction processing

systems, not just transaction recording systems.

Teaching and learning Storage of Records: laudon and Laudon (2002),

describe information storage as the process of retaining information for

future use. Information is stored for reference or future purposes. ICT has

helped in storing record in computer.

O’Brien (2003), said data are processed and stored in a computer

system through the presence or absence of electronic or magnetic signals in

the computer’s circuits such as magnetic disks, magnetic tape, floppy

diskettes. Records are stored in the computer memory. The memory of a

computer is made up from many thousands of storage cells called bytes.

Each has a unique address in memory. It is a storage unit where all

information and data going into and coming from the computer system are

temporarily stored prior to or after processing.

Teaching and learning Retrieval of Records: According to Nwosu (2005),

saving is said to be efficient only if the material or document saved can be

retrieved in terms of need without skirmish.

French (2006), viewed that ultimately, information in its various

forms is stored on backing storage in computer files of various types. This

stored information can be retrieved through file base system. File base

systems used the standard file facilities provided by operation system. The

application or application package is built using such facilities.

Teaching and learning Record Disposals: According to Elendu (2000),

record disposal refers to such treatment that is given to document in the

office in order to get ride of them or put them in positions for further use.

30

After records have been in existence for a long time by retention schedule,

they should be considered ready for destruction.

Osuala and Okeke (2006), stated that stored records that are no longer

of value shall be destroyed without delay. Elendu (2000), opined that

destruction of records is a matter of policies. It is the responsibility of every

business organization to draw up regulations governing disposal of its

records, the date of disposal should be determined when records, the date of

disposal should be determined when records are put into storage and this

should be properly noted.

Teaching and learning Protection of Records: the 1984 Data Protection

Act was intended to regulate the use of automatically processed information

relating to individuals and the provision of services in respect of such

information. The Act defines a number of terms including, data about

individuals which held for processing must have been obtained fairly for a

specific lawful purpose. The data must only be used for the specific purpose

and may only be disclosed in accordance with the specific purpose. The data

must not be excessive for the purpose but merely adequate and relevant. The

data must be accurate, up to date and kept no longer than necessary and the

data must be protected and hold securely against unauthorized access or less

but must be accessible to data on request (Effy, 2002).

The Role of ICT in the Teaching and Learning of Data Processing Skills

In practice, most data processing nowadays involves the use of some

electronic aid such as calculators and computers which increases in

sophistication year by year. Olowo (2003), defined computer and data

processing as the process of producing meaningful information by collecting

31

all items of data together and performing operations on them to extract the

required information from them using computer system.

According to Idoko and Zubairu (2002), data processing is the

procedure or process involved in the conversion of data into information,

whether manual, mechanical or electronic. Viewing it more as subsystem of

information processing. Osuswa (2002), said that electronic data processing

is the process of processing data by a computer which carries out

mathematical and other logical manipulations. According to Talabi (2005),

data processing may be divided into five separate but related steps. They are:

a. Origination

b. Input

c. Manipulation

d. Output

e. Storage

Oyewole and Obeta (2002), viewed data processing as “system”. A

system in data processing is defined as a group of interrelated functional

units seeking the attainment of a common goal by accepting inputs and

processing the inputs to produce organized output in form of information.

Some of the roles of ICT in data processing include;

Teaching and learning Calculation skills: Calculating is the arithmetic

manipulation, (that is adding, subtracting, multiplying or dividing) and

comparing of raw data to produce usable result. (Oyewole and Obeta,

2002).

Teaching and learning Sorting of data: According to French (2002),

the transaction file must be sorted into the dequence of the master file

before processing can take place. Oyewole and Obeta (2002), asserted

32

that this is arranging of data into sequence according to a common

characteristics. It can either be an alphabetic or numeric sequence.

Teaching and learning Classification of data: This operation for

placing data in specified categories such as size, types, customer’s

locality and class, to mention but few (Oyewole and Obeta, 2002). Talabi

(2005), see it to be one of the manipulation functions.

Teaching and learning Recording data: This transcribing of data from

a source documents (handwritten) into a machine readable medium.

Machine readable medium include magnetic tape, magnetic disk, Mano

(2006), supported that magnetic tape are used mostly for storing files of

data for example, company payroll records.

Teaching and learning Storing of data: According to Oyewole and

Obeta (2002), this entails placing data into some media such as magnetic

tape, disk and so on, where it can be retrieved when needed. Talabi

(2005), said that data resulting from the processing steps can be stored,

either temporarily or permanently for future reference and usage.

Summary of Literature Review

Having reviewed the work of different authors and research materials,

the process of teaching and learning of secretarial skills, strategies and

principle for teaching and learning, the roles of ICT in the teaching and

learning of secretarial skills, the roles of ICT in the teaching and learning

of word processing skills, internet skills, management information system

skills and data processing skills were reviewed. For effective use of ICT

tools in the teaching and learning of secretarial skills in polytechnics, the

teachers should endeavour to update their knowledge and be conversant

with the rapid innovations in the technological world.

33

CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on the method and procedure employed by the

researcher in the course of the study. The method comprises of the

following headings: Design of the study, area of the study, population of

the study, instrument for the data collection, validation of instrument for

data collection, method of data analysis, method of data collection.

Design of the study

The study adopted a survey design. The study sought the opinion of

the place of ICT in the teaching and learning of secretarial skills in

Federal Polytechnic Idah, Kogi State. Design survey studies people,

beliefs, behaviour and opinions.

Area of the study

The study was carried out in Federal Polytechnic Idah in the North

central geopolitical zone of Nigeria

Population for the study

The population of the study consists of 63 (HND II) graduating

students of OTM department in the Federal Polytechnic Idah

Instrument for Data Collection

Questionnaire was the main instrument used for the study. The

questionnaire was divided into two sections, A and B. Section A was to

collect personal data involving the name of the students and sex (male or

female), section B treated the main questionnaire items and contains a

34

24

total of 20 questionnaire items. The likert type of rating scale

questionnaire was adopted. The responses categories were designed to

make the students to answer the questions from personal point of view.

The five responses categories are:`

Strongly Agreed = 5

Agreed = 4

Undecided = 3

Disagreed = 2

Strongly Disagree = 1

Validation of the instrument

The questionnaire was prepared by the researcher and submitted to the

supervisor and two other senior lecturers for validation. After examination

and corrections, the questionnaire was approved for production and

distribution.

Method of Data collection

The questionnaire was distributed personally by the researcher, 63

were distributed and 60 were completed and returned.

Method of Data Analysis

The method of data analysis used in the study is the mean statistics.

The mean was used to answer the research questions.

The formula used is shown below

X = ∑fx fWhere X = mean score

F = frequency of responseX = the numeric value∑ = summation.

Decision Rule

35

19

The mean value of 3.0 was used as the decision rule; the mean value of 3.0 and above was accepted and those with mean below were rejected. I arrived at 3.0 adding the scores and divided by the number of occurrences e.g.

5+4+3+2+1 = 3.0CHAPTER IV

DATA PRESENTATION AND ANALYSIS

This chapter presents the result of data based on the data collected

from respondents. The following table shows the responses of respondents

and the mean of the responses.

Research Question 1

What are the roles of ICT in the teaching and learning of word processing skills?Questionnaire items numbered 1 – 5 were used to answer the research questions.

36

Table 1

The roles of ICT in teaching and learning of word processing skills

S/NO Items 5 4 3 2 1 Total Mean Remarks

SA A UD D SD

1 Teaching

and learning

Creation of

Document

26 7 8 12 7 213 3.55 Accepted

2 Teaching

and learning

Editing of

Document

51 7 1 1 257 4.24 Accepted

3 Teaching

and learning

Formatting

of Document

30 16 12 1 1 253 4.22 Accepted

4 Teaching

and learning

saving of

document

26 17 8 8 1 239 3.98 Accepted

5 Teaching

and learning

36 24 276 4.6 Accepted

37

26

Printing of

document

Grand mean 4.12

From table 1, the analysis shows that teaching and learning creation of

document is accepted with a mean of 3.55, teaching and learning editing of

document has the mean of 4.24, teaching and learning formatting of

document has a mean of 4.22, teaching and learning saving of document

with the mean of 3.98, teaching and learning printing of document has the

mean of 4.6 were all accepted by the OTM graduating (HND II) students

with grand mean of 4.12.

Research question 2What are roles of ICT in the teaching and learning of internet skills?Questionnaire items number 6 – 10 were used to answer the research questions

38

Table 2

The role of ICT in teaching and learning of internet skills

S/NO Items 5 4 3 2 1 Total Mean Remarks

SA A UD D SD

6 Acquisition

of new ideas

48 8 2 2 278 4.63 Accepted

7 Helps in

training

students in

distance

areas

35 20 5 270 4.5 Accepted

8 Provides

teachers with

current

teaching aids

20 7 17 16 151 2.52 rejected

9 Aids teaching

large

numbers

33 27 275 4.55 Accepted

10 ICT changes

the

methodology

of teaching

and learning

35 12 2 3 8 243 4.05 Accepted

39

27

Grand mean 3.24

Analysis from data in table 2 shows that not all the roles of ICT in the

teaching and learning of internet skills are accepted by OTM graduating

students. Acquisition of new ideas with mean 4.63, helps in training students

in distance areas with 4.5, increases motivation with mean of 2.52 was

considered rejected with mean less than 3.0 which is the decision rule, aids

teaching large numbers with mean of 4.55, ICT changes the methodology of

teaching and learning with mean of 4.05 were all accepted by the OTM

(HND II) graduating students with grand mean of 3.24.

Research question 3

What are the roles of ICT in the teaching and learning of Management information system?

Questionnaire items number 11 – 15 were used to answer the research questions.

40

Table 3The roles of ICT in teaching and learning of Management Information skillsS/NO Items 5 4 3 2 1 Total Mean Remarks

SA A UD D SD

11 Teaching

and learning

creation of

records

47 10 3 285 4.73 Accepted

12 Teaching

and learning

storage of

records

42 18 282 4.7 Accepted

13 Teaching

and learning

retrieval of

records

46 14 286 4.77 Accepted

14 Teaching

and learning

record

disposal

39 18 3 276 4.6 Accepted

15 Teaching

and learning

protection of

35 25 275 4.58 Accepted

41

records

Grand mean 4.68

From table 3, analysis shows that teaching and learning creation of

document has a mean of 4.73, teaching and learning storage of records with

mean 4.7, teaching and learning retrieval of records with mean 4.77,

teaching and learning records disposal with mean of 4.6, and teaching and

learning protection of records with mean 4.58 were all accepted with a grand

mean of 4.68

Research question 4

What are the roles of ICT in the teaching and learning of Data processing skills?

Questionnaire items number 16 – 20 were used to answer the research questions.

42

Table 4The role of ICT in teaching and learning of Data processing skills.S/NO Items 5 4 3 2 1 Total Mean Remarks

SA A UD D SD

16 Teaching and

learning of

Calculation

skills

30 15 15 255 4.25 Accepted

17 Teaching and

learning

sorting of

data.

28 18 6 8 246 4.1 Accepted

18 Teaching and

learning

Classification

of data.

34 20 6 268 4.47 Accepted

19 Teaching and

learning

Recording of

data.

16 27 12 2 3 231 3.85 Accepted

20 Teaching and

learning

storing of

data.

33 18 9 264 4.4 Accepted

43

Grand mean 4.21

The analysis of the data in table 4 shows that teaching and learning of

calculation skills has a mean of 4.25, teaching and learning sorting of data

has a mean of 4.1, teaching and learning classification of data with mean of

4.47, teaching and learning of recording data with mean 3.85, and teaching

and learning storing of data with mean 4.4 were all accepted by OTM

graduating students (HND II) with the grand mean of 4.21.

Findings of the study

Based on the analysis of data collected on the graduating student’s

assessment of the place of ICT in the teaching and learning of secretarial

skills, the following findings were made.

1. It was discovered that ICT plays important role in the teaching and

learning of word processing skills in polytechnics. These roles

include the teaching and learning creation of document, teaching and

learning editing of document, teaching and learning formatting of

document, teaching and learning saving of document and the teaching

and learning printing of document.

2. It was also discovered that the role of ICT in the teaching and

learning of internet skills include acquisition of new ideas, ICT helps

in training students in distance areas, provide teachers with current

teaching aids, ICT aids teaching large number, ICT changes the

methodology of teaching and learning.

3. The study further discovered that the role of ICT in the teaching and

learning of Management Information System (MIS) skills include

teaching and learning creation of records, teaching and learning

storage of records, teaching and learning retrieval records, teaching

44

and learning record disposal and the teaching and learning protection

of records.

4. Lastly, it was discovered that the roles of ICT in the teaching and

learning of Data processing skills include the teaching and learning of

calculation skills, teaching and learning sorting of Data, teaching and

learning classification of Data, teaching and learning recording of

Data and teaching and learning storing of Data.

Discussion of Findings

The data analyzed according to responses from the graduating students

(HND II) of OTM shows that the role of ICT in the teaching and learning of

Word processing skills, Internet skills, Management Information skills and

Data processing skills are found very necessary for effective teaching and

learning of secretarial skills in polytechnics.

Table 1, shows the role of ICT in the teaching and learning of word

processing skills to include teaching and learning creation of document with

a mean of 3.55, teaching and learning editing of document has the mean of

4.24, teaching and learning formatting of document with mean of 4.22,

teaching and learning saving of document with mean of 3.98, teaching and

learning printing of document with mean of 4.6 and a grand mean of 4.12.

Analysis in table 2 shows that not all the roles of ICT in the teaching

and learning of internet skills were accepted by OTM graduating students.

Acquisition of new ideas with mean 4.63, helps in training students in

distance areas with mean 4.5, provides teachers with current teaching aids

with mean of 2.52 was considered rejected with mean less than 3.0 which is

the decision rule, aids teaching large numbers with mean of 4.55, ICT

changes the methodology of teaching and learning with mean of 4.05 and a

grand mean of 3.24.

45

From table 3, analysis shows that teaching and learning creation

of document has a mean of 4.73, teaching and learning storage of records

with mean 4.7, teaching and learning retrieval of records with mean 4.77,

teaching and learning records disposal with mean of 4.6, and teaching and

learning protection of records with mean 4.58 and a grand mean of 4.68.

Table 4 shows that teaching and learning of calculation skills has a

mean of 4.25, teaching and learning sorting of data has a mean of 4.1,

teaching and learning classification of data with mean of 4.47, teaching and

learning of recording data with mean 3.85, and teaching and learning storing

of data with mean 4.4 and a grand mean of 4.21.

46

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter summarizes the findings and conclusion on the research

work and recommendations against the background of the findings made in

the work.

Summary of Findings

The findings of this research work are summarized as follows:

The roles of ICT in the teaching and learning of Word Processing

skills are found to be:

1. teaching and learning creation of document

2. teaching and learning editing of document

3. teaching and learning formatting of document

4. teaching and learning saving of document

5. teaching and learning printing of document

The roles of ICT in the teaching and learning of internet skills are:

1. acquisition of new ideas

2. ICT helps in training students in distance areas

3. provides teachers with current teaching aids

4. ICT aids teaching large number

5. changes the methodology of teaching and learning

The roles of ICT in the teaching and learning of Management

Information system skills are:

1. teaching and learning creation of records

2. teaching and learning storage of records

3. teaching and learning retrieval of records

4. teaching and learning disposal of records

47

37

5. teaching and learning protection of records

The roles of ICT in the teaching and learning of Data processing skills

are:

1. teaching and learning calculation skills

2. teaching and learning sorting of Data

3. teaching and learning classification of Data

4. teaching and learning recording of Data

5. teaching and learning storing of Data

Conclusions

Information and Communication Technology has played important

role in the teaching and learning of secretarial skills in polytechnics. These

roles were found to be relevant to the graduate of office technology and

management department and the polytechnics in general, the roles are the

teaching and learning of word processing skills, the teaching and learning of

Internet skills, the teaching and learning of Management Information

Systems and the teaching and learning of Data processing skills were

identified in this study to be so important for the graduates in order to

perform effectively in this era of ICT.

Recommendations

Based on the findings of this study, the following recommendations

were made

a. That teacher’s should update their knowledge to meet up

with the ICT challenges if not; the objectives of teaching

and learning of word processing skills will not be achieved.

48

b. That government should provide polytechnics with internet

facilities to enable teachers and students carryout more

consultations on the teaching and learning of internet skills.

c. National Board for Technical Education (NBTE) should make the

teaching and learning of Management Information System (MIS)

compulsory in all tertiary institutions especially OTM department

so as to impact the knowledge of handling information to the

students.

d. That the teaching and learning of Data processing skills should be

taught more practically.

Suggestion for Further Study

a. Information security in this ICT era

b. Effective use and maintenance of ICT equipment.

49

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53

APPENDIX 1

The Department of Office Technology and Management,Federal Polytechnic,P.M.B 1037Idah,Kogi State.21st September, 2010.

Dear Sir/Madam,

REQUEST FOR COMPLETION OF PROJECT QUESTIONNAIRE

I am a final year Higher National Diploma (HND) student of the above named department and institution.

I am undertaking a research work on the PLACE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE TEACHING AND LEARNING OF SECRETARIAL SKILLS IN THE POLYTECHNIC.

It is on this note that I request you to answer the attached questions. This exercise is solely for academic purpose. I therefore guarantee that the information supplied will be treated confidential.

Thanks for your co-operation.

Yours Faithfully,

OKEME ABDULKERIM U.

54

SECTION A

GENERAL INFORMATION Questionnaire on the Place of Information and Communication Technology in the Teaching and Learning of Secretarial Skills in Polytechnic. Please tick ( ) where appropriate1. Name of Organization …………………………………………………................

.................................................................................................................................

2.. Sex a. Male ( ) b. Female ( )

3. Level ………………………………………………………………………………

4. Year of Graduation ………………………………………....................................

SECTION BQuestionnaires

The instrument below is a Likert Rating Scale Questionnaire. It is designed in a five point rating scale, viz: Strongly Agreed, Agreed, Undecided, Disagreed and Strongly Disagreed. Please tick, as you deem appropriate in the column below.

S/N THE ROLE OF ICT IN TEACHING AND LEARNING OF WORD PROCESSING SKILLS

Str

ongl

yA

gree

d

Agr

eed

Un

dec

ided

Dis

agre

ed

Str

ongl

y D

isag

reed

1 Teaching and learning Creation of document

2 Teaching and learning Editing of document

3 Teaching and learning Formatting of document

4 Teaching and learning Saving of document

5 Teaching and learning Printing of document

B THE ROLES OF ICT IN TEACHING AND LEARNING INTERNET SKILLS.

6 Acquisition of new ideas7 Training students in

distance learning

55

8 Provides teachers with current teaching aids

9 Aids teaching large numbers

10 Changes the methodology of teaching and learning

C THE ROLE OF ICT IN THE TEACHING AND LEARNING OF MANAGEMENT INFORMATION SKILLS

11 Teaching and learning Creation of records

12 Teaching and learning Storage of records

13 Teaching and learning Retrieval of records

14 Teaching and learning Record disposal

15 Teaching and learning Protection of records

D THE ROLE OF ICT IN TEACHING AND LEARNING DATA PROCESSING SKILLS

16 Teaching and learning Calculating skills

17 Teaching and learning Sorting of data

18 Teaching and learning Classification of data

19 Teaching and learning Recording of data

20 Teaching and learning Storing of data

56

Otm Project 3

Documents

Transcript of Otm Project 3