International Journal of Education Learning and Development

Vol.2, No.3, pp.60-67, August 2014

Published By European Centre for Research Training and Development UK (www.eajournals.org)
IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON THE
MANAGEMENT AND PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN
KWARA STATE, NIGERIA

Dr. Olokoba, A. A.
Department of Education,
Kwara State College of Arabic and Islamic Legal Studies, Ilorin

Dr. Abdullahi, A. M.
Department of Education,
Kwara State College of Arabic and Islamic Legal Studies, Ilorin

Dr. Omosidi, S. A.
Department of Educational Management,
University of Ilorin, Ilorin

ABSTRACT: This study was carried out to investigate the impact of ICT on the management
and performance of secondary school teachers in Kwara State, Nigeria. Three (3) research
questions and three (3) hypotheses guided the study. Three hundred (300) teachers who were
sampled from three senatorial zones in the state i.e. Kwara Central, North and South were used
for the data collection. The instrument utilized was researchers’ designed structured 27 items
questionnaire and mean scores were used to test the hypothesis. The findings showed that many
schools do not have and teachers do not use the ICT tools in their instructional activities. It was
also revealed that the ICT training(s) teachers received do not have desired impact on
instructional usage. The study recommended that government should partner with private
organizations to provide ICT tools for secondary schools in Kwara State and that needs
assessment should be carried out to determine what and types of training teachers need before
they are selected to go on ICT training.

KEYWORDS: Teachers, Information, Technology, Management and Performance

INTRODUCTION

Most teachers leave teacher training institutions with limited knowledge of ways technology can
be effectively used in their professional practice. In this age of digitization, being able to
effectively apply technology should be high on the list of what teachers at all levels of our
education should know and be able to do in any instructional transaction. There is substantial
evidence that, if used appropriately for specific purposes in specific contexts, technology can be
an effective tool in supporting teaching and learning. The way Information Communication
Technology (ICT) has been used in the education can be divided into two broad categories (1)
ICT for Education and (2) ICT in Education. ICT for education refers to the development of
information and communication technology specifically for teaching/ learning purposes, while
ICT in Education involves the adoption of general components of technologies in the teaching
process, more specifically, often for the training of teachers in the use of technology for teaching
(Olakulehin, 2007). Similarly, UNESCO (2004) classifies ICT in education into three broad
categories: (1) pedagogy (2) training, and (3) continue education. Pedagogy is focused on the
effective learning of subjects with the support of the various components of ICT. Olakulehin

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 International Journal of Education Learning and Development
Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)
(2007) emphasizes that the pedagogic application of ICT involves effective learning with the aid
of computers and other information technologies as learning aids, which play complementary
roles in the classroom, rather than supplementing the teacher.

Training is the transfer of knowledge, skills, and attitudes (KSAs) through structured learning
and follow-up activities to solve job performance problems or fill identified performance gaps.
Advance in science and technology creates the need for ICT training for teachers in secondary
schools. Each of the major technological advancements in computer produces a whole generation
of computers. This means new training for all people who use the computer. It has been
observed that after teachers had attended professional development courses in ICT, they still did
not know how to use ICT in their classrooms; instead they just know how to run a computer and
set up a printer. Bello (2000), argued that if teachers are to be convinced of the value of using
ICT in their training, their training should focus on the pedagogical issues. Providing
pedagogical training for teachers rather than simply training them to use ICT tools is an
important issue (Joseph, 2004). It is clear from these points that ICT can help teachers to teach
and students to learn more effectively.

A cursory look into technology use in our school system, even when ICT facilities are available,
shows that teachers do not make use of these tools. Sanusi (2008) remarked that there is still a
long way to go before secondary school teachers in developing countries like Nigeria will be
able to take advantage of the opportunity provided by the year 2020 technology. Findings of
researches suggest that although ICT can improve leaning, there are a number of issues that need
to be considered if such a technology is going to make a difference. Training of teachers in the
use of ICT is one of the issues.

RELATED STUDIES
\
Management is a comprehensive effort to direct, guide and integrate human striving which is
focused towards some specific ends or aims. It involves planning activities which aim at
fulfillment of the goals of a particular organization. In educational organization, the goals are
teaching and learning. Effective management will then refer to the extent to which both human
and material resources in such an organization are effectively coordinated for the attainment of
these goals of teaching and learning. However, it is those who actually coordinate the resources
that can be referred to as managers, and what they do as management.

In view of the above explanation, Dare (2006) defined resource management as the careful and
systematic utilization of human, material and financial resources for attainment of specific
objectives of a given organization. Furthermore, Sanusi (2008) also defined Resource
management as intelligent arrangement and use of scarce, materials and capital resources for the
accomplishment of the objectives of any organized system. From the definition of resources
management highlighted above, it means that resources are very scarce and therefore, the limited
ones available should be judiciously utilized and geared towards the attainment of organizational
goals. Again, it could be said that in any institution, the major objectives is to achieve
educational goals. Therefore, the administrators should be adequately equipped with modern
administrative technique that will enable them face and cope with the challenges of efficient
utilization of limited school resources for the purpose of achieving educational goals.
Institutions' administrators are usually faced with the tedious tasks of managing staff, school
facilities and funds, this refers to resources management in schools for effective result.

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 International Journal of Education Learning and Development
Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)
Information Communication Technology and globalization have greatly affected the Nigerian
educational system generally. No meaningful progress will be made in educational sector
without adjusting to scientific innovations and discoveries. National Policy on Education (2004)
emphasized that the philosophy of education is to be geared towards self realization of national
unity, as well as towards social, cultural, economic, political, scientific and technological
progress. But in the research conducted by Nworgu and Ogin (2005), it was discovered that
education sector is trailing behind other sectors such as industrial, business, aviation and
administration. This may be attributed to the fact that substantial numbers of our schools still
lack ICT resources/ infrastructure while our teachers lack the necessary skills required for the
application in our classrooms.

Information technology is an organized combination of people, hardware, communication

networks and data resources that collects, transfers and disseminates information in an
organization, Lucy (1998). Information dissemination is very important in schools because, it is
one of the major means by which members work together. Information is any fact or set of
specific decisions among alternatives courses of action (Alabi,2000). The information potential
of data is enhanced by refinements, which involves selection, processing, storing and
reorganization of data into a useable form and transmission to the appropriate end users (Sanusi
2008). Information Technology occupies an important position in schools. This is because it
makes for smooth planning, directing, organizing, staffing and controlling within the institutions.
The ultimate aim of information Communication Technology is therefore to develop a viable
system to maximize the effective use of modern data approach to institutions management
practices. It also aimed at assisting management, and indeed operating personnel to produce
timely and accurate information. It also answers the increasing needs of tertiary institution as it
allows the academic staff to have access to all relevant organizational information which enables
them to make quick decisions within a reasonable length of time.

Statement of the Problem

Traditional educational practices no longer provide students with all the necessary skills to
survive economically in today’s work place. When ICT tools are widely used at all levels of
education in developed countries, schools are yet to take maximum advantage of ICT in
developing countries. Ajayi (2008) noted that ‘today’s schools are organized around yesterday’s
ideal, yesterday’s needs, and yesterday resources (and they were not even doing very well
yesterday’. Mallow (2009) in a study on assessment of secondary school teachers’ use of ICT,
found that teachers lack skills and knowledge in the use of computer and software and the result
is lack of confidence in utilizing ICT tools for communication. Lack of effective ICT training
remains one of the major obstacles for integration in instruction. Aramide (2004) study showed
that there were not enough training opportunities for teachers in the use of ICT in a classroom
environment. Many times, teachers are just sent for training without employing needs analysis of
who among them need training, what type of training programme does he/she need; the duration
for profitable training programme is usually long and teachers may not be allowed.
In the recent past, the state government has sent many of its workers including teachers on ICT
training, but the trainings these teachers received seemed not to have impacted their use of these
technologies. Fakomogbon (2005) opined that providing pedagogical training for teachers rather
than simple training in ICT is an important issue.

Purpose of the Study

The purpose of this study is to investigate the impact of ICT on the management and
performance of secondary school teachers in Kwara State. Specifically, the study is to:

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 International Journal of Education Learning and Development
Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)
i Investigate the availability of ICT facilities in Kwara State Secondary Schools
ii Examine the extent of usage of ICT tools by Secondary school teachers in Kwara State.
iii Determine the impact of ICT training programme on teachers’ usage of the resources in Kwara
state.

Research Questions
i Are ICT facilities readily available in Secondary school in Kwara State?
ii. To what extent do teachers utilize the ICT facilities in their Schools within Kwara State?
iii Do ICT trainings teachers receive influence their use of the resources in Kwara State?

Hypothesis
i There is no significant difference in the opinions of respondents on availability of ICT facilities
for Secondary Schools Teachers in Kwara State
ii There is no significant difference in the opinions of respondents on extent of usage of ICT
facilities teachers of Secondary schools in Kwara state.
iii There is no significant difference in the opinions of respondents on the impact of ICT training
programme on the teachers usage in Kwara State.

Significance of the Study

Researches in this area are very few when compared to other disciplines. In view of this, the
finding of this study will be of immense values to the stakeholders like principals, teachers and
students or managers of schools and colleges in Nigeria. It will also be of importance to other
researchers in similar areas of study. The outcome of the study is expected to equip principals
and managers of colleges with the potentials of efficient procurement, management and
utilization of the limited available resources. The study is meant to call the attention of stake
holders in education to current problems faced by secondary schools as they relate to dearth of
facilities and use of ICT. The study aims at thinking of better ways of improving on the
performance of school managers in the use of technological instruments like laptops, computers,
androids, etc. in the management of teaching and learning as well proper keeping of records in
Nigeria secondary schools.

METHODOLOGY

The population of the study comprised of all the 300 Secondary School teachers in Kwara State.
Through random sampling technique, 30 schools were selected comprising ten schools from each
of the three senatorial zones of the State. From each school, ten teachers were randomly
selected. In all, 300 teachers participated in the study and questionnaire was the only instrument
used for data collection. The 27 item instrument was divided into three clusters according to the
research variables. Each of the items was provided with four point rating scale of VA-Very
Available, A- Available, FA- Fairly Available, NA – Never Available. Mean was used to
answer research questions. The approach that was used is what Nworgu (1991) described as “a
sample survey in which sample data in survey research are usually collected through
questionnaire”.

Validation of the Instrument

Face value content validity of the instrument was established by three lecturers and two of them
are educational technologists while the third is an expert in computer science for necessary
correction. The instrument was administered on ten teachers from another state, a positive
results was satisfactorily recorded.

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 International Journal of Education Learning and Development
Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)
RESULTS

Ho1: There is no significant difference in the opinions of respondents on availability of ICT

facilities for secondary Schools Teachers in Kwara State.

Table 1: Availability of ICT facilities in Kwara State

S/N Item Mean Decision
1 Radio 1.50 NA
2 Satellite 1.25 NA
3 Interactive CDs 1.10 NA
4 Telephone 1.95 NA
5 Multimedia Projector 1.36 NA
6 Video Player 1.34 NA
7 Closed – Circuit Television 1.21 NA
8 Screen 1.41 NA
9 Functional computers 1.23 NA
10 Internet connected computers 1.24 NA
11 Standby generators 1.20 NA
Table 1 shows that none of the eleven items of ICT facilities was available.

Ho2: There is no significance difference in the opinion of respondents on the extent of usage of
ICT facilities by teachers of Secondary Schools in Kwara State.

Table 2: Extent of Teachers’ Usage of ICT for Instruction

S/N Item X SD Decision
1 Giving on-line organizational information about courses 1.93 0.63 Disagree
2 Subscription for on-line exam 0.83 1.23 Disagree
3 Online registration and follow of students learning activities 1.04 0.5 Disagree
4 Obtaining internet materials for research, and publications 2.85 0.72 Disagree
5 Using instructional packages in digital audios and CD-ROMS 2.32 0.31 Disagree
for instruction
6 Giving students assignment to download internet materials 2.41 0.56 Disagree
7 Using e-mail to send information to students on assignment 2.34 0.39 Disagree
8 Distribution of learning materials tasks for students’ 1.12 0.34 Disagree
Table 2 above indicated that Information and Communication Technology (ICT) facilities are not
applied in all the pedagogical practices.

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 International Journal of Education Learning and Development
Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)

Ho3: There is no significant difference in the opinions of respondents on the impact of ICT training
programme on the teacher’s usage in Kwara State.

Table 3: Impact of ICT training on the use of resources

S/N Item X Decision X Decision

1. Training on information retrieval through the 1.39 DA 2.57 A

use of flash drives, CD-ROMS, etc
2. Training on how to locate, evaluate and use 1.18 DA 1.66 DA
on-line materials for course designs
3. Training on teleconferencing 1.10 DA 1.44 DA
4. Training on the use of statistical software 1.18 DA 1.63 DA
5. Training on development and use of software 1.53 DA 1.12 DA
for ICT tutorials
6. Training on access to PDF fi les 1.38 DA 1.96 DA
7. Training on multi-media lesson delivery such 1.58 DA 1.18 DA
as power-pint presentation
8. Training on virtual library use 1.12 DA 1.43 DA

Table 3 reveals that all the items in the first column scored below 2.50. This can be interpreted to
mean that the respondents disagreed that their schools have provided for the listed training
progammes.

DISCUSSION OF FINDINGS

To determine the first objective, the result of this study revealed that Information Technology is
essential for efficient running of a school and learning. The study showed that almost all the
required ICT facilities are not available in the schools. Table 1 showed that there are no
functional computers. Specially trained personnel to expose teachers to ICT skills do not even
exist in most cases.The few available computers are used for administrative purposes. Non
availability of ICT facilities will continue to hinder teachers from using the resources. It is
evident in the table 1 that Information Technology makes the world into global village and also
bulldozes previous communication super highway but non availability of the facilities is a major
setback in the teaching and learning in our schools. This is in agreement with views of Adesina
in Arthur (2002) and Ngozi (2002) in their studies that lack of teaching material, apparatus and,
teaching aids affect effective learning in the schools.

The study also showed on table 2 that ICT pedagogical practices are not used by teachers in the
classroom instructions. Most of the literature concerned with ICT integration in Nigerian
education system point to the inadequacy of ICT integration (Sanusi, 2008). This inadequacy
might have adverse effects both on the mind of teachers and proficiencies necessary for ICT
integration. It is also likely to limit the ability of teachers and students in secondary schools to
benefit from digital and online courses, conference and seminars about what would prepare them
for the world of work. This is in line with the ideas of Hargittai (1999) and Alabi (2000) that
most teachers that do not introduce their students to the use of teaching facilities for practical
experiences.

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 International Journal of Education Learning and Development
Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)
On table 3, the study revealed that majority of the teachers were not sponsored to acquire
knowledge for new challenges in the teaching and learning of Information Communication
Technology. If adequate training is given to all the teaching staff, it will provide opportunity to
these teachers to pass the knowledge to student. In addirion, it will also help to change the nature
of work in education sector. Robson (2012) was of the opinion that Information Technology
helps to direct class teaching, school broadcasting and general programming, over community,
national and international stations, which provide general information education programme
through training and re-training programme.

Therefore, the researcher opined that all management of secondary institutions in the state should
make provision for types of hardware operating system and software that will be conducive to
school environment. This may include any equipment or interconnected system or subsystem of
equipment that is used in the automatic acquisition, storage, manipulation, management, control,
displaying switching, interchanging, transmission or reception of data or information. The state
government should provide ICT policy in order to identify ways of improving teachers’ capacity
in the use of pedagogical models.

The government and the school management should make provision for the availability of the
Information Technology facilities for the use of students and teachers for effective teaching and
learning and the teachers should be allowed to go for further training to update their knowledge
and be equipped readily to face present challenges in the area of Information Communication
Technology in Nigeria.

CONCLUSION

The study seeks to find out the contributions of ICT to management of secondary schools in
Kwara State, to ascertain the problems surrounding the development of ICT in secondary
schools. Three hypotheses were formulated and tested. From the tables presented on
frequencies, percentages and outcomes of the tested hypotheses of respondents on table 1-3, all
the hypotheses formulated were rejected. The study shows that management of information
system is essential for efficient running of schools or institutions of learning. This is based on
responses of respondents above. There is also general consensus of opinions among the
respondents who agreed that information technology solves the problems of receiving, storage
and retrieval of vital data at any point in time if these facilities are available.

In line with table 3 above, the research revealed that vital information may be lost in a case of
machine breakdown, lack of adequate trained manpower, cost of maintenance, installation and
repairs and keeping information technology equipment but if provision is made for training and
retraining of staff, the problem of trained manpower would be resolved.

RECOMMENDATIONS

Based on the findings of the study, the following recommendations are made:
i Government in partnership with organizations should strive to equip the schools with adequate
ICT facilities.
ii Government and school authority should reward any teacher who tries his/her hands on
innovation ideas.
iii Needs analysis should be employed whenever teachers are being sent for training so that
maximum benefits can be derived from such training programmes.

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Vol.2, No.3, pp.60-67, August 2014
Published By European Centre for Research Training and Development UK (www.eajournals.org)

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