ABSTRACT
The purpose of the study was to assess the knowledge, attitude and practice of ICT for instruction delivery among agricultural science lecturers in tertiary institutions in Imo state. The study has the following objectives; describe the socio-economic characteristics of agricultural lecturers in the study area; identify different types of ICT resources in the study area; determine the accessibility of ICT resources in the study area; ascertain areas of ICT practised by the lecturers in teaching; assess the level of knowledge of ICT practice among lecturers, assess the attitude of ICT practice among lecturers, assess the practice of ICT among lecturers and identify the challenges to the practice of ICT applications among lecturers in the study area. The study used multi-stage sampling procedure in selecting 192 lecturers. Primary data were collected by the use of structured questionnaire. Data for the study were analyzed using both descriptive and inferential statistics. Results of this study revealed that 58.3% of the respondents were within the age bracket of 50 years old. 63% of the respondents were males, 67.7% of the respondents were married and 60.4% of the respondents possessed Doctorate degrees. 55.1% of the respondents had at most 10 years of ICT experience. The study showed that majority of the respondents were aware of the availabilities of Laptop(94.8%), Computer hardware(93.8%), Computer software(93.2%), Smart board(58.3%), Microphone and audio amplifier(95.3%), etc in their tertiary institution. Accessibility to these ICT resources were high with pooled mean of 4.17, in the study area. The respondents agreed that the major areas of ICT they used in teaching were Microsoft word (78.6%), Internet services (59.9%), data projector (66.7%), microphone and audio amplifier (93.2%). With a grand mean of 3.34, the study affirmed that the knowledge level of Agricultural lecturers in ICT applications (Microsoft word, powerpoint and the internet), in the study area was high except in Powerpoint. Also, with a grand mean score of 3.56 and 3.25, they had positive attitude towards ICT and high level of practice, respectively. Non-availability of ICT training centres to update ICT knowledge, too busy schedule, poor information communication methods, lack of internet access, etc with grand mean score of 3.96, were top challenges found limiting agricultural lecturers’ better practice of ICT applications. The study showed at p 0.05 level of probability that agricultural lecturers’ knowledge, attitude, and access to computer and ICT application software were positively associated with the practice of ICT in instructional delivery. However, there was a significant difference between knowledge, attitude and practice of agricultural lecturers in ICT instructional delivery in tertiary institutions in Imo State. Therefore, the use of ICT application software has not been well integrated into the teaching and learning process among agricultural lecturers in tertiary institutions in Imo State. The study therefore, recommends training and retraining of staff. Also, Tertiary Education curriculum should be reviewed to reflect more practical courses in ICT for pre-service and in-service lecturers.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables viii
Abstract ix
CHAPTER 1:
INTRODUCTION
1.1 Background of
the Study
1
1.2 Statement
of Problem
3
1.3 Research
Questions
5
1.4 Objectives
of the Study
5
1.5 Hypotheses
of the Study
6
1.6 Justification
of the Study
6
1.7 Definition
of Terms
7
CHAPTER 2: LITERATURE REVIEW
2.1
ICT and its Importance 10
2.2
Status of ICTs in the Nigerian Education System 11
2.3
ICTs in Lecturer Education 12
2.4
Lecturers and Utilization of ICT for Education 13
2.5
Availability, Accessibility and Lecturers Perception of ICT Facilities 15
2.6
ICT policies in the Nigerian Education System 16
2.7
Knowledge and Attitude of Lecturers towards ICT use for Instruction Delivery 18
2.8
Limitations of ICT to Lecturers for Teaching. 19
2.9
Theoretical Framework 20
2.9.1 Review of related theories 20
2.9.2
The Learning theory 20
2.9.3
The law of exercise 21
2.9.4
The working theory 21
2.9.5
Theory of reasoned action 22
2.10
Conceptual Framework 23
CHAPTER 3: METHODOLOGY
3.1 The Study Area
25
3.2 Population of the Study 27
3.3 Sample and Sampling
Procedure 27
3.4 Data Collection 28
3.5 Validity of the
Instrument 28
3.6
Measurement of Variables 29
3.7 Data
Analysis 31
3.8 Model Specification 31
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Socio-Economic
Characteristics of Agricultural Lecturers 34
4.1.1 Sex of respondents 35
4.1.2 Age of respondents 35
4.1.3 Marital status of
respondents 36
4.1.4 Educational status of
respondents 36
4.1.5 Academic ranks of respondents 36
4.1.6 Annual income level of
respondents 37
4.1.7 ICT experience of
respondents 37
4.2 Different types of ICT resources
available in tertiary institutions 38
4.3 Accessibility of ICT Resources in
Tertiary Institutions 39
4.4 Areas of ICT
practiced by the Lecturers in Teaching 40
4.5 Levels of Knowledge of ICT Practice among Agricultural Science
Lecturers in Imo State 41
4.6 Attitude of Lecturers towards the Practice of
ICT Applications in Imo State 43
4.7 Practices
of ICT among Lecturers in Imo State 45
4.8 Challenges to the Use of ICT Applications among Lecturers 48
4.9 Hypotheses Testing 50
4.9.1 Hypothesis One 50
4.9.2 Hypothesis 2 51
4.9.3 Hypothesis 3 52
4.9.4 Hypothesis 4 53
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary
55
5.2 Conclusions
57
5.2 Recommendations
59
References
61
Appendices
68
LIST OF
TABLES
3.1:
Sample distribution of respondents
28
4.1: Socio-economic characteristics of the respondents in the study area 34
4.2: Percentage distribution of the
respondents by the different types of ICT resources available in tertiary institutions in Imo
State 38
4.3: Mean score of access to ICT resources
in tertiary institutions in Imo State 39
4.4: Percentage distribution areas of ICT
practiced by the lecturers in teaching in Imo State 40
4.5: Mean
score response of the respondents on their level of knowledge in the practice of Microsoft office word
processing software, powerpoint and the
internet among lecturers in tertiary institutions in Imo state 42
4.6: Mean score response on the attitude of
lecturers towards the practice of
Microsoft Word, power point application and the Internet in Imo
State 44
4.7: Mean score response on the practice of
microsoft word application,
powerpoint and the internet by lecturers in Imo State 46
4.8: Mean score response on the challenges to
the practice of ICT applications
among lecturers in Imo State 49
4.9: Pearson’s product moment correlation
(PPMC) coefficient of the
relationship between knowledge and practice of ICT by agricultural science lecturers in Imo State
50
4.10: Pearson’s product moment correlation
(PPMC) coefficient of the
relationship between agricultural science lecturers’ attitude and
practice of ICT in Imo
State 51
4.11: Pearson’s product moment correlation
(PPMC) coefficient of the
relationship between access and practice of ICT instructional
delivery by agricultural
science lecturers in Imo State 52
4.12: Test of significant difference between
knowledge, attitude and practice of respondents in ICT
delivery in the study area 53
LIST OF FIGURES
2.1: Conceptual framework for the knowledge, attitude and practice of ICT
for instruction delivery among
agricultural lecturers in tertiary institutions in Imo State. 23
3.1: Map of Imo State, Nigeria. 27
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Information
and Communication Technology
(ICT) has brought information explosion to our world (Nwachukwu, 2014). Information and Communication Technology
(ICT) has become the newest trend in the scholarly world, government, business,
economy and numerous other social domain of human society, it has made
access to knowledge and education (awareness) much easier and relatively
cheaper. Just like in other parts of the developing world, in Nigeria there has
been an upsurge in Internet infiltration and the utilization of ICT especially
in the territories of wellbeing, instruction, business, farming,
government/administration, the travel industry and transportation over the most
recent 15 years (Jimoh, Pate, Lin and Schulman, 2012). Adepetun
(2012) stated that with globalization and its concomitant rapid changes in technology, a country’s
competitiveness and relevance in the global economy is increasingly determined
by its capacity to effectively use information and technology to solve its
immediate challenges including insecurity and agriculture.
ICT has
a few definitions relying upon the idea of its utilization. ICT is utilized as
an umbrella term that incorporates any communication gadget or application,
including: radio, TV, phones, computer and system equipment and programming,
satellite frameworks, just as the different administrations and applications
related with them, for example, video conferencing and separation learning (Sara, 2010).
According
to Gbenga (2006), ICT can work in a number of ways in the
classroom: it joins and incorporates a full scope of
media basic for compelling learning. The ICT utilizes sounds, vision, content
and numeric information; it furnishes lecturers with new chances and
specifically, separating learning and association in reality. There is a chance
to expand the premium and inclusion of students by the coordinated relationship
given by the student and computer. It provides students with an opportunity to
work and learn on their own etc. ICT
will in general grow access to education. Through ICT, learning can happen
whenever and anyplace. Online course materials, for instance, can be available
24 hours per day, seven days every week. Remotely coordinating study halls
permit both learner and teacher to collaborate all the while easily. In view of
ICT, learning and teaching never again rely solely upon printed materials.
Different assets are inexhaustible on the Internet, and information can be procured
through video cuts, audio sounds, visual introduction, etc. Current research has demonstrated
that ICT helps with changing a teaching situation into a learner-focused one
(Castro and Alemán, 2011).
E-learning
makes use of computers, radio or television in addition to books and classes.
It ranges from single users to group learning in classes. Students are able to
talk online and exchange ideas. It is participatory and allows the sharing of
learning materials between networked users. Bingimlas, (2009) revealed that
teachers‟ attitudes, knowledge and practice were the biggest enablers in
integrating technology where teachers express high desire to integrate ICT in education.
The study about Knowledge, Attitude and Practice (KAP) of ICT among teachers of
tertiary education and its impact on their learning can provide real facts about
the ICT integration which might impact ICT based teaching-learning process. Teachers
are expected to be the curriculum implementers in the classroom and it is
expected that their sound knowledge on ICT and how to use it in teaching and
learning will not only go a long way in achieving this goal, but also improve
the standards of education (Sara, 2010).
1. 2 STATEMENT OF THE PROBLEM
There has been an exponential growth in the
use of Information and Communication Technology which had made great impacts on
schools and in our daily lives. It is not surprising to find increasing
interest, attention and investment put into the practice of ICT in the
education world. In this manner, there is a developing interest on educational
establishments to utilize ICT to teach the aptitudes and information that
students require for the 21st Century (Charles, 2012). Olakulehin (2007)
underlined that academic utilization of ICTs, includes powerful learning with
the guide of computers and other information technologies, effectively helps;
which assumes corresponding jobs in teacher/educator/facilitator. He further
expressed that, Pedagogy through the utilization of information and
communications technologies has the upside of increasing the inspiration;
helping review past learning; giving new instructional boosts; enacting the
learners reaction; giving deliberate and consistent criticism; encouraging
suitable work on; sequencing learning properly; and giving a reasonable
wellspring of information for upgraded learning. Teachers who utilize this
arrangement of instructional technique would have the option to ignite in the
hearts of the learners an alluring mentality towards information technology
devices in their whole lifestyle. The adoption of ICT by education has been
viewed as an incredible method to add to educational change, better get ready
students for the information age, improve learning results and abilities of
learners, and furnish students with ingrained instincts for the information
society (Charles, 2014).
Prof. Peter Okebukola, in his keynote address
on “The Nigerian Education Sector: Current State of IT.” (2015), decried the
low Information Communication Technology (ICT) competence among principals,
vice-chancellors, teachers and school administrators. He further stated that if
you do not build capacity of teachers and administrators, even if you flood
your institutions with computers, you will not achieve much. According to him,
there is need to train lecturers as students are smarter than their lecturers
in ICT. The deployment of ICT in teaching has become a global practice and the
Nigerian university system cannot afford to lag behind,’’ he said. To
successfully initiate and implement educational technology in the school
program depends strongly on the teachers’ support and attitudes (Charles,
2012). Evidence suggests that teachers’ attitudes and beliefs influence
successful integration of ICT into teaching (Hew and Bruch, 2007; Keengwe and Onchwari,
2008).
Having
technology in the classroom without finding effective ways of integrating it
into the learning process is a waste of resources. ICT is most commonly used by the students;
lecturers too need to use it in instruction delivery. But how well versed are
lecturers in using these facilities? Are they confident enough to use them and
what are the challenges they face in using this technology?
The purpose of this study
is therefore to assess the aspects of knowledge Agricultural Science lecturers
are lacking in practicing ICT tools. Many findings show that lecturers are
lacking in knowledge, but I am yet to see findings in Imo State pointing out
the knowledge area that has to be focused on. Also, how do the lecturers
perceive using ICT for instruction delivery in school? The study also seeks to
know their practice of ICT and the challenges that Agricultural Science
lecturers face in using ICT for instruction delivery. The study sought to
address the following research questions.
1.3 RESEARCH
QUESTIONS
The
study therefore sought answers to the following research questions;
i.
what are the socio-economic characteristics of agricultural science lecturers
in the study area?
ii.
what are the different types of ICT resources available in the study
area
iii.
what is the accessibility to ICT resources in the study area
iv.
what are the areas of ICT practiced by the lecturers in teaching
v.
what is the level of knowledge of ICT practice among lecturers in the
study area
vi.
what is the attitude to ICT practice among lecturers in the study area
vii.
what are the practices of ICT among lecturers in the study area
viii.
what are the challenges to the practice of ICT applications among
lecturers in the study area.
1.4 OBJECTIVES OF THE
STUDY
The
broad objective of the study was to
assess the knowledge, attitude and practice of ICT for instruction delivery among
agricultural science lecturers in tertiary institutions in Imo State, Nigeria.
The
specific objectives were to:
i.
describe the socio-economic characteristics of agricultural lecturers;
ii.
identify different types of ICT resources available to the agricultural
science lecturers;
iii.
determine the accessibility of agricultural science lecturers to ICT
resources;
iv.
ascertain areas of ICT practiced by the lecturers in teaching;
v.
assess the level of knowledge of ICT practice among agricultural science
lecturers;
vi.
assess the attitude to ICT practice among agricultural science lecturers;
vii.
assess the practices of ICT among agricultural science lecturers; and
viii.
ascertain the challenges to the practice of ICT applications among agricultural
science lecturers in the study area.
1.5 HYPOTHESES OF THE STUDY
To realize the objectives of the study, the research tested the
following null hypotheses:-
Ho1; There is no significant relationship between
knowledge and practice of ICT by Agriculture Science lectures in the study
area.
Ho2; There is no significant relationship
between agricultural science lecturers attitude and practice of ICT in the
study area
Ho3; There is no significant relationship
between access and frequency of practice of ICT instructional delivery
facilities by Agricultural science lecturers in the study area.
Ho4; There is no significant difference between
knowledge, attitude and practice of respondents in ICT delivery in the study
area.
1.6 JUSTIFICATION OF THE STUDY
This
study will serve as a useful document and also of great benefits to National
University Commission, the Federal Ministry of Education, and other bodies
responsible for teacher training in Nigeria. The study would provide detailed
information about the perception of lecturers towards ICT resources in content
delivery. In the same vein, the findings of the study will help to enlighten
the lecturers more on the significance of ICT resources in education. It is
anticipated that the research results would give school administrators valuable
insight into the efficiency of ICT resources, identify the areas of strengths
and weaknesses, needs of the lecturers, evaluation of the services being
offered, as well as area(s) that needs improvement.
1.7 DEFINITION OF TERMS
ICT: In this study, these are facilities
that aid communication in a learning environment. Some examples are computers,
networks, electronic hardwares and softwares, radio, multimedia systems, mobile
phones, the internet etc.
Knowledge of ICT: Knowledge of ICT in the
proposed study describes a situation where lecturers, aided by Computers
applications and its facilities, can challenge pupils’ understanding and
thinking, either through whole-class discussions and individual/small group
work using ICTs. ICTs are seen as important tools to enable and support the
move from traditional ‘teacher-centric’ teaching styles to more
‘learner-centric’ methods(www.infodev.org).
Attitude: Attitude means state of mind or
disposition(http://wiktionary.org). It is the manner,
disposition, feeling or position of the lecturers as regards the use of ICT
facilities or resources.
Practice: In this study, practice is the actual
repeated application or performance of activities with computers, softwares
etc. so as to acquire or maintain proficiency in its use.
Agricultural Science Lecturers: Wikipedia defined a lecturer
as a person who gives Lecturers or other public speeches. A lecturer usually
holds an open-ended position that covers teaching, research, and administrative
responsibilities. In this study, agricultural lecturers are academic staff
members involved in teaching or lecturing a course in the agric field, in the
University, Polytechnic or College of Education.
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