CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

The advent of information and communication technology has brought enormous changes. Yet, it is not static; it is continually revolving and breaking new dimensions over our life style (Nwagwu, 2006). According to Yusuf (2005), Information and communication technology has been an art of the education system in the developed countries of the world since 1960’s. It has been an instrument for achieving social, economic, educational, scientific and technological development (Adedeji, 2010). Effective utilization of information communication technology plays a vital part in the lives of people and organization (Longe and Ajibi, 1990; Okerson, 1991 and Seiden 2000). According to Allen (2011), the application of Information Communication Technology (ICT) is not only emphasized in corporative business and the industrial sector, but it is an essential part of education at all levels. It is then concluded that ICT has greatly influenced the educational sector especially on teaching, learning and research.

1.2     STATEMENT OF THE PROBLEM

Nigeria has witnessed the effect of enormous technological stride being made in the information and communication technology industry through its application in the banking, commerce and education etc. however, manual manipulation of data can no more meet the demand of technological development of the present age. It is against this background that this study aimed to find out the availability and utilization of information and

1.4     RESEARCH QUESTIONS

This study was guided with the following research questions.

1. What is the profile of the respondents in this study?
2. .
3. .
4. .
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CHAPTER TWO

2.0     INTRODUCTION

This chapter made an attempt to review related literatures to give solid support from earlier studies on this study. The organization of this chapter was as follows:

• 1 Literature Review
• 2 Information Communication Technology (ies).
• 3 ICTs In Education And For Education
• 4 Factors Contributing To Using of ICT In The Classroom
• 5 The Use Of ICT/IT In The Teaching-Learning Process
• 6 Teachers And Instructional Applications of ICTs

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     RESEARCH DESIGN

This study was a descriptive research and therefore a descriptive survey research design was employed.

3.4     RESEARCH INSTRUMENT

The instrument used was a self-designed questionnaire titled Availability and Utilization of Information and Communication Technology Facility Questionnaire (AUICTFQ). This was made up of three sections (Section A, B and C), section A, comprising of items designed to obtain respondents demographical data, while Sections B and C comprise of ten items each, which were placed on a 4-point likert scale of Strongly Agreed (SA), Agreed (A), Strongly Disagreed (SD) & Disagreed (D).

3.8     METHOD OF DATA ANALYSIS

The data generated were analyzed by the use of frequency counts simple percentage statistics to test the research questions generated for the purpose of this study.

CHAPTER FOUR

RESULTS AND DISCUSSION

4.1     RESULTS

Research Question 1: What is the profile of the respondents in this study?

Table 1: Profile of Respondents in the study

Source: Researcher’s field survey 2012

Table 1 above, revealed that ten (10) teachers representing 25.0% respectively from Day Mixed School, Boarding Mixed school, Girls only, Boys only. also three teachers representing 7.5%, thirteen (13) teachers  representing 32.5%, twelve(12) teachers representing 30.0% and twelve(12) teachers representing 30.0% claimed to be within the ages of 21-30, 31-40, 41-50 and 51 and above respectively. it was also revealed on the table that twenty three (23) respondents representing 57.5% were male while seventeen (17) respondents representing 42.5% were female. Also,

REFERENCES

Abimbade, A. (2009), Computer literacy and the Nigerian School System. Nigeria Journal of Computer Literacy, 1(1), 1-9.

Adeyemo A (2010), Research & Teaching. Beyond Divide London: Palgrave pp.5-13.

Aduwa-Ogiegbean, S.E., & Iyamu, E.O.S. (2005), Using information and communication technology insecondary schools in Nigeria. Educational Technology & Society 8 (1), 104-112.

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