ABSTRACT
The study investigated Information and Communication Technology Facilities for Teacher’s work performance in Public Secondary School in Abia State. The study adopted Survey research design. Six research questions and six null hypotheses guided the study. The population of the study was 1,984 teachers from both urban and rural areas in Abia State .A sample size of 322 teachers were used for the study. A stratified simple random sampling technique was used to select 12 schools from both urban and rural. The instrument used for data collection was structured questionnaire titled “Information and Communication Technology for Teachers Work Performance” (ICTTWP). The reliability of the instrument was determined using Cronbach Alpha method with indices of 0.84, 0.81, 0.77, 0.87, 0.82 and .67 were obtained from cluster A, B, C, D, E, and F respectively with overall index of 0.79. Data were analyzed using frequencies and percentages to answer research question one, while research question 2-6 were answered using mean and standard deviation. The t-test was used to test the null hypotheses formulated at 0.05 level of significance. The results indicated that out of the 20 items listed, 8 items were available, 12 items were utilized to a low extent for teachers' work performance respectively. Meanwhile, there is no significant difference between the mean ratings of urban and rural teachers’ work performance on the availability, utilization, maintenance of ICT facilities. It was concluded that Schools, Management and Government should ensure that ICT facilities are available, effectively utilized and maintained. Also, the provision of alternative power supply, putting up well furnished ICT centers, upgrading obsolete ICT facilities, installation of network cables at subsidized rate, sending teachers on regular workshops and seminars for capacity building and regular maintenance were recommended as ways of overcoming those challenges.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables vii
List of Figures viii
Abstract ix
CHAPTER 1:
INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of Problem 11
1.3
Purpose of the Study 12
1.4
Research Questions 13
1.5
Hypotheses 13
1.6
Significance of the Study 14
1.7
Scope of the Study 15
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 16
2.1.1 Availability of ICT facilities on teachers’
work performance 17
2.1.2 Utilization of available ICT facilities on
lesson preparation 22
2.1.3 Utilization of available ICT facilities on
students’ assessment 33
2.1.4 Utilization of available ICT facilities on
record keeping 37
2.1.5 Utilization of available ICT facilities on
classroom communication 42
2.1.6 Maintenance of ICT facilities 47
2.2 Theoretical Framework 49
2.2.1 Technology adoption model 49
2.2.2 Administrative management theory 52
2.3 Empirical Studies 53
2.4 Summary of Reviewed Literature 59
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 61
3.2 Area of Study 61
3.3 Population of the Study 63
3.4 Sample and Sampling Techniques 63
3.5 Instrument for Data Collection 63
3.6 Validation of the Instrument 64
3.7 Reliability of the Instrument 65
3.8 Method of Data Collection 65
3.9 Method of Data Analysis 66
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Results 67
4.1.1 Research question 1 67
4.2 Test of Hypotheses 70
4.2.1 Hypothesis one 70
4.2.2 Hypothesis two 72
4.2.3 Hypothesis three 74
4.2.4 Hypothesis four 76
4.3 Summary of the Findings 80
4.4 Discussion of the
Findings 82
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 87
5.2 Conclusion 90
5.3 Recommendations 91
5.4 Educational Implication of the Study 92
4.5 Limitations of the Study 93
5.5 Suggestions and Further Studies 93
References 94 Appendices 102
LIST OF TABLES
4.1: Frequency and Percentages of the responses
on the available ICT
facilities utilized for teachers’ work performance 68
4.2: Chi Square analysis on the mean rating of
urban and rural teachers on the available ICT facilities utilized
for teachers’ work performance 70
4.3: Mean and standard deviation on the extent available ICT facilities
isutilized
for teachers’ lesson preparation in urban
and
rural pubic secondary schools 71
4.4: t-test
analysis on extent of the available ICT
facilities utilized for teachers’
lesson preparation in urban and rural pubic secondary schools 72
4.5: Mean and standard deviation on the extent available ICT facilities is
utilized
for teachers’ record keeping in urban and rural pubic secondary schools 73
4.6 t-test
analysis on extent available ICT facilities are utilized for teachers’ record keeping in urban and rural
pubic secondary schools 74
4.7: Mean and standard deviation on the extent available ICT
facilities
utilized for students’ assessment in urban and
rural pubic secondary schools 75
4.8: t-test
analysis on the extent available ICT
facilities utilized for students’ assessment
in urban and rural pubic secondary schools 76
4.9: Mean and standard deviation on the extent available ICT facilities
utilized
for teachers’ classroom communication in urban and rural
pubic
secondary schools 77
4.10: t-test analysis on the extent available ICT facilities utilized for
teachers’
classroom communication in urban and rural pubic
secondary schools 78
4.11: Mean and standard deviation on the extent of maintenance of
available
ICT facilities influence teachers’ work performance in
urban and rural pubic secondary schools 79
4.12: t-test analysis on the extent of maintenance of available
ICT
facilities influence teachers’ work performance in urban and
rural pubic secondary schools 80
LIST OF FIGURES
1: Conceptual framework 16
2.1: Adapted TAM
framework source 51
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Information and Communication Technology (ICT) are indispensible
tools in transmission of knowledge and has been acceptable as viable means of
communication in the temporary world. ICT facilities in this study are
instructional equipment and services which make teaching and learning process
to be done electronically and provide access to a wide range of innovative,
informative and educational materials on the internet in order to bring the
world into the classroom. ICT is used for gathering, processing, storing,
sharing and distributing information, knowledge and ideas (ESCAP in Ugwoke, 2011).
ICT is increasingly used in various fields including business, healthcare,
tourism and education. ICT is now part and parcel of our daily life. In
particular, education has been revolutionized due to the advent of this
technology. With this, teaching, learning, assessment and even research are now
done differently. ICT now plays a major role in Education with the introduction
of hardware in most classrooms such as interactive white boards, wireless
internet, and computers. Globally, the level of ICT available to education
differs from country to country.
Information and Communication Technology (ICT) can compliment, enrich
and transform education for the better. UNESCO shares knowledge about the many
ways technology can facilitate universal access to education, bridge learning
divides, support the development of teachers, enhance the quality and relevance
of learning, strengthen inclusion, and improve education administration and
governance (United Nation Education Scientific and Cultural organization,
2019). ICT has become an essential part of everyday life. Accordingly, its
integration in education has become one of the most effective factors in school
improvement and for administrative purpose (Tosun & Baris, 2011).
The Federal ministry of education (2011a) opines that quality
learning outcome depends on the quality of teaching and learning inputs and the
qualitative processing of the inputs, which among others include the use of ICT
facilities for teaching and learning. ICT facilities are enablers (equipment or
technology-based services) which are provided to ease the performance of
certain tasks, operations, events or processes. The Federal Republic of Nigeria
(2013) places emphasis on the provision and utilization of Information and
Communication Technology (ICT) when it states that because of the “prominent
role of ICT in advancing knowledge and skills necessary for effective
functioning in the modern world, there is urgent need to integrate Information
and Communication Technology (ICT) into education in Nigeria”. The role of ICT
in achieving quality education at all levels of the school system is very
pertinent. This is because ICT is seen as a key tool in acquiring and
disseminating information. It has positively influenced every aspect of human
existence and caused a powerful change in how human beings conduct their
affairs in society. ICT has the potential for introducing new teaching and
learning practices, transform learning environments and improve quality of
education. It can also empower teachers and learners and promote the growth of
skills necessary for the 21st century.
Information and Communication Technology can simply be defined in
its simplest form as an electronic medium for creating, storing, manipulating
receiving and sending information from one place to another. It makes message
delivery faster, more convenient, easy to access, understand and interpret. It
uses gadgets such as cell phones, the internet, wireless network, computer,
radio, television, satellite, base stations etc. These resources are used to
create, store, communicate, transmit and manage information.
Information and Communication Technology (ICT) refers to
the art and applied sciences that deal with data and information. It
encompasses all (equipment including computational machinery tools, methods,
practices, processes, procedures, concepts, principles and the sciences) that
comes into play in the conduct of information activities; acquisition,
representation, processing, presentation, security, interchange, transfer,
management, organization, storage and retrieval of data and information
(Federal Republic of Nigeria 2019).
The Objectives of ICT in Education are:
I.
To facilitate the teaching and learning processes.
II.
To promote problem-solving, critical thinking and innovative
skills.
III.
To promote life-long learning and advanced knowledge.
IV.
To enhance the various teaching/learning strategies required
to meet the needs of the population.
V.
To foster research and development.
VI.
To support effective and efficient education administration.
VII.
To enhance universal access to information.
VIII.
To widen access to education and the range of instructional
options and opportunities for any-where, any-time, any-pace and any-path
learning.
IX.
To promote commercialization of ICT in Education.
X.
To develop and support technical infrastructure that
maximizes digital creativity, sharing and innovation.
Nigerian Educational Research and Development Council- NERDC (2012)
pointed out that the quality in ICT education can be achieved where there is a
proper utilization of ICT resources available. The term availability refer to
the degree to which resources are readily on hand for use on demand to perform
a specified designated duty or required administrative function. At present, it
will be difficult to say with certainty the extent of availability of ICT
facilities in secondary schools in Abia State (Aba, Umuahia and Ohafia
Education Zones). In this context, availability of ICT implies access to
already existing ICT resources for use by intended users. The term extends to
include quantity of the ICT resources obtainable and gotten for use. The ICT
resources commonly in use include: computer, social media (platform), internet,
E-book, Software packages, phones, E-mail, Printer, and school website. It is
assumed that ICT facilities must be available before being utilized.
The term Utilization denotes the act of putting to use available
resources, whether human or material with the intent of achieving profitable
output. In relation to the present study, Utilization will imply putting to use
the available ICT resources with the sole intent of enhancing effective
teaching and Learning. Utilization of ICT involves the use and handling of ICT
in teaching, learning and administrative purposes to bring out desired output.
NERDC stated that before good qualities in education can be achieved; there
should be effective use of ICTs.
More so, ICT Utilization in education can be considered as an effective
enabler to create, access, store, transmit, and manipulate different
information in audio and visual forms, due to the capability of ICT in
providing proactive environment (Kawade and Kulkarni, 2012). ICT utilization in
education can be used for effective teaching and learning processes to achieve
quality education and overall development of students or for administrative
purposes by teachers, staff and management team.
Utilization of school facilities entails making use of available
facilities. It helps to enhance students for easy teachers’ work performance.
School facility utilization also entails efficient engagement of the best and
most economical facility for specific organizational process or purpose.
The use of Information and Communication Technology (ICT) is a
valuable tool to enhance the learning experience and accessing resources. ICT
utilization in schools is an ideal commonly desired for effective teaching and
learning in a “virtual classroom’ where students can have access to teaching
instructions via electronically transmitted channels. ICT facilities should be
seen as tools, teachers can use to help students to be more productive and
successful in learning. Voogt (2013) in Modebelu, Eya, Obunadike described ICT
as an assisting tool, for example while making assignment, collecting data and
documentation, communicating, and conducting research.
It has become impressive in the latter half of the 20th
century to talk about the “information society”, or the “information age” while
referring to the impact of ICT on the technological, economy and social life of
mankind. It is difficult and maybe even impossible to imagine future education
environment that are not supported, in one way or another, by information and
communication technologies (ICTs). ICT has become indispensible as a factor in
the development of a modern society. This is why understanding the meaning of
ICT and acquiring the requisite skill and ideas necessary for its effective use
have become extremely vital to function effectively in the information age. In
recognition of this fact, the Federal Republic of Nigeria has besides
emphasizing that teaching shall be ICT supported, made policy provision for
adequate infrastructure and development capacity for effective utilization of
ICT to enhance curriculum delivery at all levels of education in the country
Nigeria (FRN, 2013).
The Federal Government has also taken cognizance of the
indispensability of ICT in education when it declared in the Federal Republic
of Nigeria FRN (2013) that in recognition of the prominent role of Information
and Communication Technology (ICT) in advancing knowledge and skills necessary
for effective functioning in a knowledge-based world, government shall provide
adequate infrastructure and develop capacity for effective utilization of
information technology. The increasing globalization driven by ICT makes it
imperative for Nigeria as an emerging market to irreversibly consider the
application and promotion of ICT strategy to facilitate its rapid growth and
development (National Policy on ICT 2012, P.9).
This gave policy impetus to integrating ICT in teaching and learning
in Nigeria. It was reasoned that if teachers use ICT resources that appeal to
the interest of the students, attract and keep their attention, the student
will be able to assess relevant knowledge and skills that promote functional
literacy and self reliance. Unfortunately, despite evidences of increased
technology awareness, teacher education program of Polytechnics, Colleges of
education and universities are not integrating ICT in the training of
pre-service teachers to make them capable of using ICT effectively for teaching
(Nwite, 2007).
The global interest for advancement of education in both advanced
and developing countries of the world has been challenged by Information and
Communication Technology (ICT). The unique nature of ICT has made it
significant in the contribution to the development of students’ knowledge,
acquisition of skills in science subjects and other related subjects. Thus,
here is an urgent need for institutions of learning to embrace technology
driven to avoid being eliminated from the global village of internet and
intranet.
The development in the use of ICT is evolving with time, hence more
ICT tools and applications are expected in the future. While many teachers use
personal computers (PC) just to prepare or store lecture notes, these PCs are
now multipurpose and could assist teachers, students and other educational
partners in handling a good number of educational duties. While research is
continuing on the most effective roles computer can play in education and the
best ways for its introduction into school, ICT is being used presently for
other educational applications other than direct instruction, such as teacher
education, educational administration and evaluation, as well as research and
development. Other usage include: keeping records on admission of students,
staff, plant and instructional facilities, examinations, library service and
communication.
Information and Communication Technologies (ICTs) have not only
changed the learning process for the students but also the teaching theories,
models and practices such as Technology acceptance model, e-teaching,
e-evaluation (Allen et al, 2010). Stimulations, modeling, data logging, data
process base and information resources can as well enhance students learning
and understanding through ICT. The level of awareness and extent to which
utilization of ICT can benefit the students and institutions is still low.
There is still limited data on its use to teachers work performance. However,
the slow access to and provision of basic ICT facilities include: low internet
connectivity, epileptic power supply, lack of enough computers, some teachers
phobia for computers and lack of ICT competencies, and absence of trained staff
are barrier to effective teachers work performance. These constitute a setback
to teaching and learning in secondary schools.
Olorundare in Edem and Uchendu (2014), confirmed that provision of ICT
facilities provide versatile teaching and learning and which undoubtedly leads
to improved and efficient teaching and learning. He further stated that proper
utilization of ICT facilities enables teachers, students and school
administrators to derive maximum benefits such as enrichment of course content,
effective and efficient delivery of knowledge and skills, faster evaluation
of learning outcome, preparation of
lesson plans and worksheet, writing student’s report, collating and analyzing
students achievement so as to set appropriate target. He added that for
classroom management, the attendance and disciplinary peculiarities of students
could be easily monitored through proper recording and analysis. Though Nigeria
has produced a good number of teachers at various levels of education, they
still need to be given adequate training and retraining for the utilization and
application of ICT materials.
Furthermore, Advanced and developing countries have also attested to
the fact that ICT is a central focus for the educational policies, for use and
integration in school curriculum yet the Nigerian Educational system has not
adequately exposed students, teachers and institutions of learning to the
realities of ICT facilities and skills that would prepare them to face the
challenges of the global world of internet and knowledge sharing within the
shortest possible time. Due to the relevance of ICT to teachers in the
implementation of school curriculum, it is argued that teachers be adequately
prepared, trained and equipped with relevant ICT facilities/skills such as
computer –mediated communication, internet, electronic publishing, video
conferencing, multimedia (Joassen and Reeves 1996; Cornu, 2002).
Work performance is a work related activities expected of an
employee to carryout and how well those activities are executed. Teachers work
performance is the overall performance of a teacher in a school. That is, his
capability, competence, comportment as he discharges (teaches) his duties in
the classroom. Information and Communication Technology (ICT) has several roles
to play in teachers work performance.
Work performance of teachers such as lesson preparation, record keeping,
communication, classroom management, student’s evaluation and assessment and
many others can be performed through the use of ICT facilities.
The effectiveness of any school system is tied to the level at which
teachers are effective in carrying out their assigned tasks or roles in the
school. The success of any school is tied to the performance of teachers in
their assigned task and roles. Teachers must be able to carry out their work
performance effectively, assess and evaluate students effectively and display
high effectiveness in keeping accurate records of student’s progress in schools
in order to boost effective teaching and learning for the actualization of set
goals and objectives of the school. Teaching and learning can be effective if
teachers in the school are able to apply ICT facilities in the classroom for
effective and efficient instructional processes in schools.
The adoption of ICT facilities by teachers in instructional delivery
will enhance work performance. It should be stressed here that the effective
use of the various ICT facilities in teaching and learning depends on the
availability of these facilities and teachers competencies in using them.
School facilities need to be procured or made available before utilization and
maintenance are carried out. When school facilities are provided or made
available, there is need to find out if the facilities are adequately provided
to ensure optimal performance of teachers.
Offiong (2014) stated that those Technologies save administrators a
lot of energy and help teachers keep abreast with current developments in their
area of specializations as well as happenings in the school. Educational
institutions in Nigeria still remain ill-equipped with modern ICT facilities
(Aluko, 2012). Effective or Proper utilization of ICT facilities by teachers
cannot be limited to availability. This is because location of schools could be
a contributing factor to teachers work performance. Location is the particular
area where teaching and learning take place and this could either be urban or
rural areas. The location of the schools certainly influences the level of
utilization of ICT facilities by the teacher, the reason being that urban
setting is characterized by modern facilities like electricity, internet
access, which in turn facilitates the use of ICT facilities. While the rural
setting is associated with poor standard of living, like lack of electricity
and internet connections which in turn will adversely influence the use of ICT
facilities (Garuba, 2003). Adequate provision or lack of these facilities may
improve or hinder learning. Onuma in Udom
(2019), conducted a study on the utilization of information Technology in
schools, problems and suggestions, the researcher lamented that although the
Nigerian Government made some effort towards provision of basic tools for
teaching and learning and application of ICT to schools this effect was limited
only to few institutions.
Okoli and Ezenduka (2012) noted that learners of contemporary age
acquire effective knowledge faster with the use of electronic information
resources such as e-library. This means that teachers work performance cannot
be effectuated in Public Secondary Schools without recourse to proper
utilization of ICT facilities by teachers.
The public secondary school teachers are doing a great job but they
are not doing the job satisfactorily, if they employ ICT facilities like
computers, projectors, internet, E-mail, mobile phones, CD/DVD in lesson
preparation, record keeping, communication, students’ evaluation and assessment
the school will improve and the teachers work performance will increase
greatly.
These facilities in our schools should be adequately maintained to
enhance durability. Maintenance of school facilities entails repair and
services of components in order to restore the physical condition and sustain
their work capacity. Maintenance of school facilities ensures that school
facilities are kept in good state.
Usui (2014) in a study found
out that all of the public secondary schools in Aba south Local Government Area
of Abia state only three schools are provided with few sets of computers.
Though Abia State government has made some efforts towards the
provision of basic tools for teaching/learning and application of ICT to
schools, the effort is limited only to very few institutions.
However, it is in the light of this background that the researcher
seeks to find out the extent to which ICT facilities relates to teachers’ work
performance in Public Secondary Schools both in the rural and urban in Abia
State.
1.2
STATEMENT OF THE PROBLEM
Secondary education occupies a strategic position in Nigeria because
of the important role it plays in preparing the students for useful living in
the society and for higher education. Many Nigerian Secondary schools are yet
to embrace the knowledge of ICT for Nigerians to compete favorably with other
countries of the world, ICT facilities must be available and should be applied
by the teachers and students in all the secondary schools in Nigeria. Over the
years Information and Communication Technology has been overlooked as a means
of improving Teachers work performance in Schools and colleges in Nigeria and
it has been observed that Abia State is grossly affected, this has given
impetus to this study.
Problems relating to effective teaching processes in Public
Secondary School in Abia State have raised everybody’s concern. The State
Government has provided Public Secondary schools with at least one desk-top computer
and computer accessories backed up with regular supervision, yet teachers’ work
performance is not improved. Information and Communication Technology
facilities on teachers’ work performance could be judged based on its
functionality and productivity. The functionality and productivity of the
nation is secondary school. Education system could be achieved through adequate
ICT facilities on teachers’ work performance. The school ICT facilities when
managed effectively, through provision, utilization and maintenance may enhance
teachers work performance. Secondary school graduates are not performing well
in ICT, thus making them to lose their relevance. Teachers work performance
which is not enhanced adequately depends on the ICT facilities that are
available, utilized and maintained. If the teachers employ the use of ICT
facilities like computers, projectors, internet, Email, phones, CD/DVD in
lesson preparation, record keeping, communication, student assessment the
school will improve and the teachers work performance will increase greatly.
Therefore the
problem of this study put in question form is: what is the extent of
utilization of available ICT facilities for Teacher’s work performance in
public Secondary schools (rural and urban) in Abia State, Nigeria.
1.3
PURPOSE OF THE STUDY
The purpose of this study is to investigate Information and
Communication Technology Facilities for Teachers’ work performance in public
secondary schools in Abia State.
Specifically, the study seeks to:
1.
find out the available ICT facilities which are utilized for
teachers’ work performance in public
secondary schools
2.
determine the extent to which available ICT facilities are
utilized for teachers’ lesson preparation in public secondary schools
3.
ascertain the extent to which available ICT facilities are
utilized for teachers’ record keeping in public secondary schools
4.
find out the extent to which available ICT facilities are utilized for students’
assessment in secondary schools
5.
examine the extent available ICT facilities are utilized for
teacher’s classroom communication in public secondary schools.
6.
ascertain the extent to which maintenance of available ICT
facilities influence teacher’s work performance in public secondary schools.
1.4
RESEARCH QUESTIONS
1.
What are the available ICT facilities which are utilized for
teachers’ work performance in public secondary schools?
2.
To what extent are the available ICT facilities utilized for
teachers’ lesson preparation in public secondary schools?
3.
To what extent are the available ICT facilities utilized for
teachers’ record keeping in public secondary schools?
4.
To what extent are the available ICT facilities utilized for
student’s assessment in public secondary schools?
5.
To what extent are the available ICT facilities utilized for
teachers’ classroom communication in public secondary schools?
6.
How does the maintenance of available ICT facilities influence
teachers’ work performance in public secondary schools?
1.5
HYPOTHESES
The following hypotheses were formulated to guide and
direct the study:
1.
there is no significant difference in the mean ratings of
urban and rural teachers on the available ICT facilities which are utilized for
teacher’s work performance
2.
there is no significant difference between the mean ratings
of teachers in urban and rural areas on
the extent available ICT facilities
which are utilized for teachers’ lesson
preparation
3.
there is no significant difference between the mean ratings
of teachers in urban and rural on the extent available ICT facilities which are
utilized for teacher’s record keeping
4.
there is no significant difference between the mean ratings
of teachers’ in urban and rural on the extent available ICT facilities which are utilized for
students’ assessment
5.
there is no significant difference between the mean ratings
of teachers’ in urban and rural on the extent available ICT facilities are
utilized for teacher’s classroom communication.
6.
there is no significant difference between the mean ratings
of teachers’ in urban and rural on how the maintenance of available ICT
facilities influence teachers’ work performance in public secondary schools in
Abia State.
1.6 SIGNIFICANCE OF THE STUDY
The finding of this study is beneficial to the following:
educational administrators and planners, teachers, governments, ministry of
education parents and guidance.
The result of this study is of immense benefits to the Educational
Administrators and Planners: it may furnish them with current information on
utilization of ICT facilities in secondary schools; it may enable them to
adequately plan proper equipping of school with ICT facilities. It may also
help ease day-to-day running of the school.
Teachers: in view of the uniqueness of ICT, the findings may
challenge teachers in secondary schools to measure up to the demands of new
Technology for work effectiveness. It may also help them to develop tangible
ability to utilize devices and software package that will enhance more
effective teaching-learning delivery.
Government: It may encourage government in fast-tracking the
building and equipping the school with modern computer systems and other ICT
facilities.
More so, the result of the study will further benefit the Ministry
of education: Abia state Ministry of Education will benefit from the result of
the study in the sense that it will perform oversight functions on the school
system and most of the difficulties encountered in the administration of
secondary schools are usually reported for solutions.
On the other hand Parents/guardians will benefit from the findings
of this study because it may enable them to access their wards performance and
any other issues relating to their ward in school through E-mail from the
school authority.
1.6
SCOPE OF THE STUDY
The study were strictly delimited to Information and Communication
Technology facilities for teachers’ work performance in rural and urban public
senior secondary schools in Abia State, Nigeria. The study will be delimited to
the following variables: Independent (ICT facilities) Dependent (Teachers work
Performance). The study will be delimited to Availability of ICT facilities,
utilization of available ICT facilities on teacher’s lesson preparation,
utilization of available ICT facilities on teacher’s record keeping,
utilization of available ICT facilities on student’s assessment, utilization of
available ICT facilities on teachers’ classroom communication and maintenance
of ICT facilities.
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